MILLS HIGH SCHOOL SELF-STUDY REPORT
400 Murchison Drive Millbrae, California 94030
San Mateo Union High School District
March 5 – 7, 2012 Visiting Committee
Robert Lee Davidson Committee Chair Program Manager J.E. Young Academic Center Fresno, CA
Ron Everett Director, Human Resources Petaluma City Schools Petaluma, CA
Laurie Fong Principal Montgomery High School Santa Rosa, CA
Laurie Marcellin Assistant Superintendent, Instruction San Lorenzo Valley Unified School District Ben Lomond, CA
Committee Member TBD
Committee Member TBD
San Mateo Union High School District
BOARD OF TRUSTEES Robert H Griffin ...... President Peter H. Hanley ...... Vice-President Linda Lees Dwyer ...... Clerk Marc Friedman ...... Trustee Stephen E. Rogers ...... Trustee Katherine Hsu...... Student Representative, Spring 2012
DISTRICT OFFICE Scott Laurence ...... Superintendent Elizabeth McManus ...... Deputy Superintendent V. Andy Parsons ...... Associate Superintendent, Instruction Kirk Black ...... Associate Superintendent, Human Resources/Administrative Services KindyLee Stumpp ...... Director, Alternative Programs/Attendance & Welfare Cynthia Clark ...... Director, Curriculum & Assessment Gloria Dirkmaat ...... Director, Special Education A. Kyle Brumbaugh...... Director, Technology Support Devra Miller ...... Manager, Special Programs
Mills High School
ADMINISTRATION Paul Belzer ...... Principal Linda Kitano ...... Assistant Principal, Administrative Services Irma Muñoz ...... Assistant Principal, Instructional Services Tim Christian ...... Dean of Students
WASC COORDINATOR Melissa Wagner ...... Social Science Teacher
TABLE OF CONTENTS
Chapter 1: Student/Community Profile and Supporting Data and Findings ...... 1
Chapter II: Student/Community Profile — Overall Summary from Analysis of Profile Data ...... 36
Chapter III: Progress Report ...... 40
Chapter IV: Self-Study Findings ...... 48
A: Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources ...... 49
B: Standards-based Student Learning: Curriculum ...... 86
C: Standards-based Student Learning: Instruction ...... 109
D: Standards-based Student Learning: Assessment and Accountability ...... 127
E: School Culture and Support for Student Personal and Academic Growth ...... 148
Prioritized Areas of Growth Needs from Categories A through E ...... 171
Chapter V: Schoolwide Action Plan ...... 172
Appendices ...... 197
Chapter I Student/Community Profile Supporting Data and Findings
Chapter I: Student/Community Profile and Supporting Data and Findings
Community Mills High School is in Millbrae, California, approximately 15 miles south of San Francisco and adjacent to the San Francisco International Airport. Mills has served the communities of Millbrae, Burlingame and San Bruno since 1958, offering programs to prepare students for post-secondary options. Recently Mills celebrated its 50th anniversary at the Mills Community Center, bringing together the community, parents, alumni, and current and former staff members. Mills High School was built on the estate of Darius Odgen Mills. Originally, the land belonged to Jose Antonio Sanchez, a distinguished solider in the Mexican army. Rancho Buri Buri, as it was called, was granted to Jose Antonio Sanchez in 1835. After the Mexican-American War, Mexican land grants, including Rancho Buri Buri were divided among numerous owners. In the 1860s, Darius Odgen Mills purchased the land that is now known as Millbrae, CA. The city of Millbrae is a middle- to upper-middle class community which maintains a small town feel. The population has not shifted much over the last ten years. The median household income is $70,712, below the San Mateo County median of $94,517. Families represent 69% of the community of 21,000 residents, and 87% of the residents have completed high school or higher education. Millbrae is a diverse community – according to 2007 statistics: 33% White, 3% Black, 17% Latino, 33% Asian, and 12% other. The median age in the community is 43, which is older than the national median. Lastly the median home value is $552,000. School Mills High School is one of six comprehensive high schools in the San Mateo Union High School District (SMUHSD) serving roughly 1,340 students from very diverse ethnic and socio-economic backgrounds in grades nine through twelve. The SMUHSD has an open enrollment policy allowing students from all over the District to enroll at Mills High School. The primary feeder school is Taylor Middle with additional students entering from Burlingame Intermediate School and from various private schools. Over the past ten years, Mills has been under consistent construction to renovate and improve site facilities. Construction initiated with the passage of school bond Measure D in November 2000 and was followed by the passage of Measure M in November of 2007. Modernization projects supported by the Measure D bond included the renovation of all general education classrooms and administrative offices. Measure M projects include the renovation of all science labs, Career Technical Education classrooms including a Multi-Media lab, Bio-technology lab, Art classroom, and Woodshop and attached CAD lab. In the fall of 2010, Mills opened a new Math wing, locker rooms, Dance and Weight rooms, and 25 meter pool. As of October, 2011, Mills also installed solar panels which now provide 85% of the school’s energy requirements. Beginning in November 2011, Mills began the last phase of the Measure M project list including the renovation of both gymnasiums and the demolition and construction of a new
1 auditorium and associated civil projects. Other facility improvements since the last WASC visit include the renovation of the Jim Cox Track and Field, mounted LCD projectors in all classrooms, and updated computers and computer labs. In 2010, the SMUHSD passed a third bond measure, Measure O, to complete remaining civil projects and construct a new continuation high school. State/Federal Mandates The San Mateo Union High School District entered Program Improvement during the 2009-10 school-year. In response, Mills High School has implemented strategic intervention classes aligned with English 1-2 and 3-4, and Algebra 1-2. These classes focus on improving reading comprehension, literacy and numeracy skills, and provide additional support for students working below grade level. Parent and Community Organizations Mills is fortunate to have significant support from our students’ parents and from the larger school community. Support from parents augments many areas of the school. Official organizations include the Parent Teacher Organization (PTO), Mills Athletic Boosters, Mills Musical Arts Group (MMAG), Mills Drama Guild, and Friends of the Mills Library. The PTO and Booster groups have active parent support and meet monthly on campus to plan activities and share information. The Mills PTO currently has 150 members and issues a regularly communicates with parents via an email bulletin. Informally, the school receives support from parents as volunteers for the library, student registration, field trips, athletic teams, clubs, school performances, and Advanced Placement testing. The PTO also supports various extra-curricular activities and school programs such as Mills Mania, the Robotics Team, and the Mills Dragon Team. The Athletic Boosters organization has a long-standing record of supporting athletic teams by purchasing uniforms and equipment. Parents are an integral part of the school community, as demonstrated by their frequent participation in school activities and their participation in the Mills site council known as the Mills Planning Council (MPC). Through the Mills Annual Fund, parents and community members donate to support a variety of initiatives, instructional materials, and home-to-school communication tools. Currently, funds raised through the Annual Fund support a Peer Tutoring program, consumable laboratory materials, and School Loop and Naviance web-based software programs. Since the start of the Annual Fund program in 2008, Mills has raised over $200,000. Yearly family participation has averaged roughly 50% in the first two years. The Mills English Language Advisory Committee (ELAC) meets three times a year to communicate with parents and students regarding the school’s English Language Development program. Meeting topics include class curriculum, course sequences, assessments, and graduation requirements. ELAC meetings offer parents an opportunity to ask questions and give input regarding their students’ educational and personal needs. Selected parents participate in the District English Language Advisory Committee (DELAC) responsible for a
2 yearly report to the District Board of Trustees. These meetings are held in English with translation services available. Mills has quarterly Latino Parent Nights intended to address the needs and interests of Latino parents and students. The quarterly meeting, organized by Assistant Principal, Irma Muñoz, includes schoolwide topics such as CST and API results, graduation and college entrance requirements, financial aid application information, interpreting high school report cards and transcripts, and student support structures and mental health topics. The meetings are held in Spanish and have a regular attendance of 20-30 parents. WASC Accreditation History Mills High School has integrated the WASC process and action plans into a continuous cycle of student improvement. Mills received a six-year, with a three-year review, term of accreditation in June 2006. Mills also received a six year term accreditation with a with a three-year review in June of 2000. Vision and ESLRs The mission of Mills High School is to challenge and motivate each student to achieve his or her full potential as a responsible member of our diverse community. Mills provides a safe learning environment that promotes intellectual growth, health, creativity, and respect for self and others. Our vision is to model excellence to achieve academic and personal success for all students. Over the past year, the Academic Senate (the department heads group) and the Mills Planning Council revised our vision statement to reflect our commitment to quality education. The Expected Learning Results:
The ESLRs have been reviewed and revised as part of this self-study. 1. Healthy and Responsible Individuals Who: • Demonstrate self-management and self-improvement skills to become reflective and balanced individuals. • Work effectively and collaboratively with others in a diverse community. 2. Effective Communicators Who: • Convey ideas, opinions, and information through written, oral, and non-verbal communication. • Advocate and seek clarification both verbally and non-verbally. 3. Critical and Creative Problem Solvers Who: • Gather, analyze, synthesize, and evaluate information from a variety of texts. • Use logic and reason to effectively make decisions. • Use curiosity and creativity in the learning process. 4. Community Contributors Who: • Display positive and ethical behaviors, attitudes, and respect for themselves and others. • Work to make positive changes in the community. • Strive to become global citizens who show empathy for others.
3 School Status based on Student Performance Mills High School has met Adequate Yearly Progress (AYP) goals for the past eight years and is not a Title I school. As previously mentioned, the SMUHSD entered Program Improvement in 2009. In response, Mills, along with all district schools, implemented Strategic Intervention classes including Strategic Algebra Support and Strategic English Support 1-2 and 3-4. Mills does not have outside providers or external evaluators currently working with the school and is not working under any corrective plan or joint intervention agreement.
Enrollment Since the 2006 – 07 school- year, the student body population has steadily decreased. Through the self- study process, we learned the eighth grade class of our primary feeder school has decreased each year as well. While there has been significant growth in the southern cities within our school district, the population of the City of Millbrae has not increased.
Enrollment by Grade Level Enrollment by Gender 2008 - 2009 - 2010 - 2011 - 2008 - 2009 - 2010 - 2011 - 09 10 11 12 09 10 11 12
Grade 9 368 334 343 322 Female 693 680 666 626 Grade 10 369 354 341 343 Male 751 730 726 717 Grade 11 368 370 337 335 1444 1410 1392 1343 Grade 12 339 352 371 343 1444 1410 1392 1343
4 Despite declining enrollment, the ethnic distribution of our student body has remained steady. Approximately, 54% of Mills students are of Asian descent, 21% White, 14% Latino, 8% Filipino, 2% Pacific Islander, and 1% Black or African American.
Enrollment by Ethnicity 2008 - 09 2009 - 10 2010 - 11 2011 - 12 # % # % # % # % Asian 799 55% 781 55% 760 55% 730 54% Black or African American 18 1% 16 1% 16 1% 18 1% Filipino 112 8% 110 8% 112 8% 107 8% Latino 177 12% 165 12% 191 14% 201 15% Pacific Islander 30 2% 31 2% 24 2% 31 2% White 308 21% 307 22% 289 21% 256 19% All Students 1444 1410 1392 1343
5 Predominate Primary Languages Other than English Primary Home Languages 2011 - 12 In addition to English, the language spoken # % by a significant number of students is Arabic 21 2% Cantonese. During the past few years, we have made efforts to hold some school Cantonese 337 25% events in other languages such as English 637 47% Cantonese and Spanish. Information is also sent home in these languages, as Hindi 17 1% appropriate. Japanese 13 1% Korean 38 3% Mandarin (Putonghua) 82 6% Other Non-English Languages 63 5% Pilipino (Tagalog) 39 3% Spanish 96 7%
Program Enrollment Advanced Standing (AS), Honors (H), and Advanced Placement (AP) One of our school goals has been to Enrollment by Ethnicity diversify the 2008 - 09 2009 - 10 2010 - 11 2011 - 12 enrollment of # %* # %* # %* # %* Advanced Standing, Honors, and Asian 470 71% 441 71% 472 71% 480 72% Advanced Placement Black or African American 4 1% 2 0% 5 1% 4 1% courses. Although there is an Open Filipino 45 7% 44 7% 46 7% 37 6% Enrollment policy, Latino 34 5% 39 6% 42 6% 43 6% enrollment in these classes does not Pacific Islander 4 1% 7 1% 6 1% 4 1% reflect the ethnic White 100 15% 91 15% 93 14% 97 15% distribution of our school. Students Total 657 624 664 665 have been *Percent of AS/H/AP Population recommended by their teachers, there have been student meetings with counselors, and lunch time informational events. Despite our efforts, the enrollment has remained steady with the majority of students representing one ethnic group: Asian. Both the Latino and White student groups are underrepresented. The same is true in our GATE population.
6 Gifted & Talented Education (GATE) Enrollment by Ethnicity 2008 - 09 2009 - 10 2010 - 11 2011 – 12 # %* # %* # %* # %* Asian 215 70% 234 72% 221 71% 177 70% Black or African American 1 0% 1 0% 4 1% 4 2% Filipino 21 7% 18 6% 16 5% 8 3% Latino 13 4% 16 5% 17 5% 13 5% Pacific Islander 0 0% 2 1% 1 0% 1 0% White 57 19% 56 17% 54 17% 50 20% Total 307 327 313 253 *Percent of GATE population.
Special Education Special Education students Enrollment by Special Education Program represent approximately 2008 - 09 2009 - 10 2010 - 11 2011 - 12 9% of our student body. The average caseload for # %* # %* # %* # %* Specialized Academic Specialized Academic Instruction (SAI) teachers is 85 6% 89 6% 92 7% 90 7% between 22 to 24 students. Instruction (SAI) For the Applied Academic Applied Academic 21 1% 23 2% 21 2% 24 2% Curriculum (AAC) teachers, Curriculum (AAC) the average caseload is * Percent of total population. between 11 to 13 students.
English Language Learners Enrollment by Language Proficiency 2008 - 09 2009 - 10 2010 - 11 2011 - 12 English learners represent # %* # %* # %* # %* approximately 9% ELD 3-4 (L) 19 1% 14 1% 18 1% 20 1% of our student body. The Mainstreamed (M) 66 5% 59 4% 97 7% 101 8% majority of the Reclassified ( R) 428 30% 418 30% 384 28% 383 29% students are mainstreamed, Long Term English Learners (LTEL) 23 2% 31 2% 57 4% 61 5% with only 1% *Percent of total population.
7 actually enrolled in ELD classes. We have determined that of our mainstreamed EL students, a significant number (60%) have been in U.S. schools five years or more. We are currently considering factors that may be affecting the reclassification of these students.
Attendance The Average Daily Attendance rates for Mills High School increased during the last three years: 96.78%, 96.94%, 97.11%. The District implemented a Student Attendance Review Board (SARB) with the assistance of the San Mateo County Office of Education. The following process has been implemented: 1. Truancy letters are mailed home to students with 3 or more days of unexcused absences and meetings are held with chronic truants. 2. Students are placed on Mills Behavior Attendance contracts. 3. If necessary, an Incident Review Conference is held with the Director of Attendance and Welfare and students are placed on a Formal Reprimand. 4. If necessary, students are recommended to an alternative setting.
8 Discipline Classroom visitations reviewing rules and regulations are conducted at the beginning of the school-year by the Administrators and Dean. The number of discipline referrals by ethnicity, grade and gender indicate a high percentage of referrals for the Asian (31%, 34%, 36%), Latino (29%, 31%, 26%), and White (27%, 17%, 27%) students throughout the three years. Our data indicates that Latino students receive more referrals per student population (12%, 12%, 14%) whereas the Asian student population receives fewer referrals as compared to our school demographics (55%, 55%, 55%). The data also indicates that Latino students (37%, 34%, 32%) were more likely to be suspended than Asian students (22%, 30%, 31%).
Number of Discipline Referrals by Ethnicity, Grade, and Gender 2008-09 2009-10 2010-11
# % # % # % American Indian 10 1% 0 0% 0 0% Asian 327 31% 353 34% 337 36% Black or African American 44 4% 34 3% 13 1% Filipino 43 4% 26 3% 60 6% Latino 305 29% 315 31% 241 26% Pacific Islander 35 3% 25 2% 27 3% White 292 27% 174 17% 256 27% Declined to State 8 1% 0 0% 0 0%
9th Grade 346 33% 253 25% 165 18% 10th Grade 255 24% 333 32% 229 25% 11th Grade 256 24% 228 22% 241 26% 12th Grade 207 19% 213 21% 299 32%
Female 367 34% 361 35% 320 34% Male 697 66% 666 65% 614 66%
Total 1064 1027 934
9 Suspension and Expulsion Rates Suspension data indicates a high percentage of students are suspended for drug-related infractions (48900c) and defiance (48900k). Suspensions for defiance include excessive tardiness and classroom disruptions.
Number of Suspensions by Ed Code Violation
2008-09 2009-10 2010-11
48900 (a)(1) Injury/Fight 20 4 9
48900 (a)(2) Force/Violence 1 6 3
48900 (b) Weapons 3 3 2
48900 (c) Possession/Sale of Drugs 15 12 9 48900 (d) Sale of a Controlled Substance 1 1 1 48900 (f) Damage of Property 4 3 0 48900 (g) Theft 4 4 1 48900 (h) Tobacco 4 6 0 48900 (i) Obscene Act/Habitual Profanity 3 3 0 48900 (k) Disruption/Defiance 38 39 25 48900 (l) Receipt of Stolen Property 1 0 0 48900 (r) Bullying/Harassment 0 2 5 48900 (s) Aid in Physical Injury 0 1 0 48900.2 Sexual Harassment 0 1 4 48900.3 Hate Violence 0 1 0 48900.4 Harassment/Intimidation 3 3 5 48900.7 Terrorist Threats 0 2 1 48915 (c)(3) Sale of a Controlled Substance 0 1 0 Total 97 92 65
10 The data indicates that Latino students (37%, 34%, 32%) are more likely to be suspended than Asian (22%, 30%, 31%) and White (29%, 28%, 26%) students.
Number of Suspensions by Ethnicity, Grade, and Gender 2008-09 2009-10 2010-11
# % # % # % Asian 21 22% 28 30% 20 31% Black or African American 4 4% 7 8% 1 2% Filipino 4 4% 0 0% 5 8%
Latino 36 37% 31 34% 21 32% Pacific Islander 4 4% 0 0% 1 2% White 28 29% 26 28% 17 26%
9th Grade 29 30% 25 27% 18 28% 10th Grade 30 31% 32 35% 14 22% 11th Grade 28 29% 20 22% 13 20%
12th Grade 10 10% 15 16% 20 31%
Female 34 35% 23 25% 11 17% Male 63 65% 69 75% 54 83%
Total 97 92 65
Expulsion rates indicate a higher number of students expelled for drug-related infractions.
Number of Expulsions by Education Code Violation 2008-09 2009-10 2010-11 48900 (a)(1) Injury/Fight 1 0 0 48900 (b) Weapons 0 2 2
48900 (c) Possession/Sale of Drugs 1 1 2 48900 (i) Obscene Act/Habitual Profanity 1 0 0 48900 (k) Disruption/Defiance 1 0 0 48900.2 Sexual Harassment 0 0 1 48900.4 Harassment/Intimidation 0 0 1 48915 (a)(1) Serious Physical Injury 1 0 0 48915 (a)(3) Unlawful Possession of Drugs 1 0 0 48915 (c)(3) Unlawful Sale of Drugs 4 1 0 Total 10 4 6
11 Socioeconomic Status The number of students participating in the Free/Reduced Lunch Program has increased over the past four years. During this time, there has also been an increase in the number of students requesting fee waivers for AP, SAT, and ACT tests.
Parent Education Level 58% of our parents report they hold at least an undergraduate degree. 17% have attended some college and another 18% are high school graduates. A small percentage (3%) of our parents report they are not high school graduates.
12 Staff Currently, Mills is staffed at 64.1 FTE. The Certificated Staff by Highest Degree Earned school is served by three administrators, # % four counselors, a dean, 73 teachers, a part-time librarian, a part-time school Bachelor of Arts/Science 38 50% psychologist, a part-time speech therapist, Master of Arts/Science 36 47% and a part-time academic support counselor. There are 35 classified Doctor of Philosophy 2 3% employees, which includes 11 office 76 support staff, a computer technician, four food services staff, two campus monitors, nine instructional aides, and eight plant maintenance workers. All certificated staff are fully credentialed and NCLB highly qualified.
Certificated Staff by Ethnicity & Gender 2011 - 12 Classified Staff by Ethnicity & Gender 2011 - 12 # % # % Asian 10 13% Asian 4 11% Black or African American 2 3% Black or African American 5 14% Latino 4 5% Filipino 1 3% White 59 78% Latino 5 14% Other 1 1% Pacific Islander 3 9% White 17 49% Female 51 67% Male 25 33% Female 23 66% Total 76 Male 12 34% Total 35
13 School Safety Campus supervision is provided by two campus supervisors, three administrators, a dean, and a school safety advocate. Administrators and teachers supervise all football games and basketball games, and a Millbrae Police Officer is present at most home games. One administrator, the dean, assigned teachers and a Millbrae Police Officer supervise dances. The two campus supervisors also conduct the administrative and tardy detention program under the direction of the dean. Mills High School has a Service Commission made up of upper classmen who receive credit for assisting in supervising the campus at brunch, lunch, and at after-school activities. The physical environment has changed over the last six years due to renovations and construction. Faculty and students have adjusted to the changing environment and can see the benefits of the upgrades – solar panels, departments grouped into wings, mounted LCD projectors, as well as new sports facilities all contribute to the feelings of school pride and respect for the learning environment. The Mills custodial staff, both day and night crew, work hard to ensure a clean and safe school/work environment. The Mills custodial crew played a major role in the moving process during renovation including organization and storage of records and teaching materials. Teacher Staff Development Staff development and collaboration is built into the school schedule. Every Wednesday, faculty and staff meet, either as a whole or in departments, to discuss student achievement, department and schoolwide goals, data analysis and implementation, as well as best practices. Financial support for workshops has decreased over the years; however, the MPC has supported the participation of individual teachers in professional development opportunities – AP training, AVID and subject area conferences. Beginning teachers receive consistent support through the BTSA program and mentor. Beginning this school-year, a Professional Development Coordinator, a Data & Assessment Coordinator, and an Instructional Technology Coordinator have been added to the Mills faculty to provide support and professional development to teachers. Extracurricular Activities The students at Mills High School participate in a variety of school activities and clubs. Mills has approximately 50 active clubs on-campus that provide a myriad of choices to our students. Students participate in competitions such as Mock Trial and the American Mathematics Competition each year. The Mills Robotics Team participates in an annual national competition, and the Dragon Team participates in the San Francisco Chinese New Year parade each February. Mills Associated Student Body (ASB) holds elections during which candidates campaign and speak over the PA system. Student government holds a monthly Student Congress meeting to discuss issues and special events. Lunchtime activities include Spirit Week, International Food Fair, a club fair, health and tolerance weeks, music and games. Mills holds four dances per year including Homecoming and the Senior Prom. The Senior Picnic, exclusively for seniors, is held off-site in late spring with many activities and a barbeque lunch culminating with the distribution of the yearbook. Mills has two special events in the school- 14 year that allow students to show their ethnic pride and talent: the International Assembly, a tradition at Mills, spotlights dance and music from countries around the world; and, the talent show held in May gives students a chance to show off their musical and singing talent reflecting both cultural pride and contemporary spirit. Mills has approximately six all-school assemblies each year. One focuses on teen issues such as mutual respect or drug and alcohol abuse. Invitational assemblies may focus on issues such as tolerance and empathy. The Homecoming Assembly is a special event at Mills introducing the homecoming court and rallying the school to win the homecoming game against its rival, Capuchino High School. The Homegoing Assembly gives students the opportunity to recognize their favorite teachers by the crowning of a Homegoing king and queen from the faculty. Mills offers nineteen sports, and in the 2010-2011 fall and winter seasons, approximately 715 students participated on teams. Mills holds a special athletic awards dinner at the end of the school-year to recognize the top athletes of the year and is attended by parents, students, and district personnel. Mills has a strong music program with a large pep band that performs at assemblies and athletic events. The music program includes a winter and spring concert with performances by the jazz band, orchestra, and advanced band. Drama produces two plays each year with a fall production and a spring musical. Mills takes pride in providing a well-rounded extra-curricular activity program that is open to all students. Mills students are highly encouraged to get involved in one or more of the numerous clubs, to try out for sports, or participate in other activities. District Policies/School Financial Support The district expenditure per pupil is $9,607, which includes only General Fund unrestricted dollars. Additional funding sources include Title II which allocates $7,000 toward professional development. Title III ($18,730) and EIA ($25,400) funds cover the cost of a part-time English Learner Specialist and ELD instructional materials. Mills does not receive Title I funds.
15 Student Performance Data
Since 1999, Mills High School has earned the highest Academic Performance Index of all comprehensive high schools in San Mateo County. In the spring of 2011, Mills earned an API score of 865 reflecting a 13- point increase from the previous school-year. In 1988, 1996, and 2009 Mills High School was recognized as a California Distinguished School. Since 2007, there has been a steady increase in the API scores of each statistically- significant subgroup resulting is a slight decrease in the achievement gap between our highest- and lowest-performing students.
Similar Schools Ranking
2008 - 09 2009 - 10 2010 - 11 Statewide Ranking 10 10 10 Similar Schools Ranking 4 4 6
California Standards Tests (CSTs) Disaggregated data is analyzed regularly to identify areas of need and develop schoolwide goals. CST data is presented at faculty meetings during which areas of strength and areas of growth are examined. Deeper analysis takes place during Academic Senate and Mills Planning Council meetings. These discussions result in the development of our Single Plan for Student Achievement goals. Curriculum alignment and common assessments are developed during the weekly collaboration time. However, we need to implement protocols for looking at student work and using disaggregated data to guide instruction. Through the WASC Faculty Survey, teachers have expressed a need for professional development in this area.
16 English Language Arts Overall, students perform well on CST English exams with 65% or more students scoring Advanced or Proficient schoolwide. Through deeper analysis and discussions, four target groups have been identified: English language learners, Latino students, Special Education students, and Socioeconomically Disadvantaged students. There is a decrease in proficiency for all subgroups as students advance from grade level to grade level. Possible factors contributing to the decrease include increased rigor by grade level and inconsistent curriculum alignment.
CST English Language Arts Grade 9 Proficiency Rates
2007-08 2008-09 2009-10 2010-11 All Students 75% 71% 81% 74% Asian 81% 82% 87% 83% Latino 65% 49% 66% 50% White 69% 63% 73% 69% Economically Disadvantaged 65% 58% 72% 55% English Learners 22% 22% 39% 26% Students w/ Disabilities 14% 0% 22% 24%
CST English Language Arts Grade 10 Proficiency Rates
2007-08 2008-09 2009-10 2010-11 All Students 69% 68% 69% 76% Asian 79% 75% 82% 83% Latino 48% 50% 46% 61% White 57% 62% 54% 71% Economically Disadvantaged 33% 61% 60% 67% English Learners 33% 17% 25% 27% Students w/ Disabilities 6% 6% 9% 30%
CST English Language Arts Grade 11 Proficiency Rates
2007-08 2008-09 2009-10 2010-11 All Students 59% 67% 62% 65% Asian 70% 77% 69% 75% Latino 43% 44% 34% 55% White 51% 58% 56% 51% Economically Disadvantaged 41% 46% 59% 51% English Learners 19% 21% 14% 38% Students w/ Disabilities 0% 0% 0% 21%
17 Mathematics The San Mateo Union High School District has a three-year mathematics graduation requirement. The majority of our students complete coursework through Algebra 3-4. Struggling students have the option of taking “bridge” courses – Integrated Math 1-2 and Integrated Math 3-4. There is also a Strategic Support class for students struggling in Algebra 1-2. With the implementation of an aligned support class, Mills proficiency rates in Algebra 1-2 increased by 11% We have also seen an increase in proficiency rates for Geometry, Algebra 3- 4, and Summative Mathematics. Our data indicates, however, that Special Education students are not completing mathematics courses past Algebra 1-2. In addition, Special Education, Latino, and Socioeconomically Disadvantaged students are not taking courses past the minimum three-year requirement.
CST Algebra I Proficiency Rates
2007-08 2008-09 2009-10 2010-11 All Students 35% 35% 44% 43% Asian 52% 54% 66% 68% Latino 33% 27% 32% 16% White 23% 25% 30% 42% Economically Disadvantaged 38% 35% 46% 20% English Learners 42% 30% 30% 31% Students w/ Disabilities 4% 3% 7% 4%
CST Geometry Proficiency Rates
2007-08 2008-09 2009-10 2010-11 All Students 36% 44% 45% 52% Asian 51% 58% 58% 62% Latino 16% 26% 16% 31% White 24% 35% 33% 36% Economically Disadvantaged 38% 43% 44% 46% English Learners 23% 44% 39% 43% Students w/ Disabilities 0% * * * *10 or fewer students in subgroup.
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CST Algebra II Proficiency Rates
2007-08 2008-09 2009-10 2010-11 All Students 46% 41% 44% 55% Asian 55% 51% 55% 65% Latino 7% 9% 24% 35% White 21% 24% 38% 34% Economically Disadvantaged 48% 46% 42% 43% English Learners 58% 53% 47% 63% Students w/ Disabilities * * * * *10 or fewer students in subgroup.
CST Summative Mathematics Proficiency Rates
2007-08 2008-09 2009-10 2010-11 All Students 77% 73% 70% 76% Asian 79% 76% 74% 79% Latino * * * * White 77% 63% 71% 77% Economically Disadvantaged * 75% 63% 75% English Learners 75% * 75% * Students w/ Disabilities * * * * *10 or fewer students in subgroup.
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History – Social Science CST World History Proficiency Rates Over the past three years, there has been a 2007-08 2008-09 2009-10 2010-11 significant increase in the All Students 66% 65% 74% 78% proficiency rates for World History and U.S. History. Asian 75% 72% 85% 86% The Social Science teachers Latino 45% 51% 44% 62% have worked diligently to align curriculum, identify White 66% 61% 62% 68% key concepts and Economically Disadvantaged 46% 56% 57% 68% vocabulary, and develop on-going common English Learners 41% 13% 39% 44% assessments. 75% or more Students w/ Disabilities 12% 13% 18% 52% students score Advanced or Proficient schoolwide. CST U.S. History Proficiency Rates Target groups for Social Science teachers include 2007-08 2008-09 2009-10 2010-11 English learners and Special All Students 65% 72% 73% 75% Education students. Asian 75% 80% 77% 80%
Latino 55% 67% 39% 64%
White 58% 66% 66% 68%
Economically Disadvantaged 52% 62% 67% 73%
English Learners 43% 29% 30% 32%
Students w/ Disabilities 11% 7% 30% 28%
20 Science The entry-level science course for 9th grade students is Biology. Students generally take Chemistry during 10th grade to meet the district’s two-year science graduation requirement. Physics is offered as a third-year option in addition to Advanced Placement science classes. Proficiency rates have remained steady for all three subject areas over the past years. Four target groups have been identified: English language learners, Latino students, Special Education students, and Socioeconomically Disadvantaged students. As with Mathematics, these students are not taking courses past the two-year minimum required.
CST Biology Proficiency Rates
2007-08 2008-09 2009-10 2010-11 All Students 61% 68% 74% 66% Asian 73% 82% 82% 82% Latino 43% 43% 56% 38% White 48% 57% 68% 54% Economically Disadvantaged 52% 60% 68% 40% English Learners 26% 38% 49% 28% Students w/ Disabilities * 14% 33% 20%
CST Chemistry Proficiency Rates
2007-08 2008-09 2009-10 2010-11 All Students 57% 58% 51% 53% Asian 64% 69% 68% 68% Latino 24% 28% 19% 28% White 53% 42% 31% 38% Economically Disadvantaged 39% 50% 41% 51% English Learners 46% 50% 38% 18% Students w/ Disabilities * * * 9% *10 or fewer students in subgroup.
CST Physics Proficiency Rates
2007-08 2008-09 2009-10 2010-11 All Students 52% 61% 61% 75% Asian 61% 68% 65% 79% Latino 11% 27% 36% 64% White 42% 53% 73% 71% Economically Disadvantaged * 55% 65% 72% English Learners * * * * Students w/ Disabilities * * * * *10 or fewer students in subgroup.
21 California High School Exit Exam (CAHSEE) Mills High School is proud of our students’ performance on the California High School Exit Exam (CAHSEE). Over 94% of our students pass the CAHSEE with a score of 350+ on both the English and Mathematics portion during the 10th grade census administration of the exam. 10th grade English and geometry teachers review key concepts in preparation for the exam. Generally, there are high pass rates for all subgroups with the exception of Special Education students. During the 2010 – 11 school-year, Special Education teachers were included in subject matter collaboration with mainstream California High School Exit Exam (CAHSEE) Grade 10 English Language Arts teachers. For the 2008 - 09 2009 - 10 2010 - 11 first time, we saw a significant increase % % % % % % in the percent of Passed Proficient Passed Proficient Passed Proficient Special Education All Students 95% n/a 94% 81% 96% 83% students passing the Asian 97% n/a 96% 88% 98% 88% CAHSEE: 75% in English and 70% in Latino 93% n/a 92% 80% 95% 70% mathematics. Areas White 94% n/a 89% 73% 95% 82% of concern are proficiency rates Economically (380+) for English Disadvantaged 93% n/a 96% 81% 90% 66% learners and Special English Learners 83% n/a 71% 42% 81% 37% Education students. Students w/Disabilities 35% n/a 54% 21% 75% 29%
California High School Exit Exam (CAHSEE) Grade 10 Mathematics
2008 - 09 2009 - 10 2010 - 11
% % % % % % Passed Proficient Passed Proficient Passed Proficient All Students 96% n/a 94% 82% 96% 87% Asian 99% n/a 99% 93% 99% 95% Latino 95% n/a 90% 65% 90% 67% White 89% n/a 89% 75% 91% 86% Economically Disadvantaged 96% n/a 98% 78% 92% 76%
English Learners 96% n/a 89% 65% 89% 78%
Students w/Disabilities 28% n/a 54% 8% 70% 39%
22 Adequate Yearly Progress Mills High School has met proficiency targets for the Annual Measurable Objectives (AMOs), participation rate, graduation rate, and minimum API scores as required by NCLB consecutively since 2005. AYP Annual Measurable Objectives (AMOs) Proficiency Rates 2008 - 09 2009 - 10 2010 - 11 ELA Math ELA Math ELA Math AMOs Targets 44.5% 43.5% 55.6% 54.8% 66.7% 66.1% All Students 76.5% 85.0% 82.4% 83.1% 84.8% 87.6% Asian 82.1% 92.5% 88.0% 93.0% 88.8% 94.9% Latino 60.5% 65.1% 81.6% 67.3% 75.6% 70.7% White 73.1% 77.9% 73.6% 76.4% 83.9% 89.3% Economically Disadvantaged 63.3% 86.2% 81.1% 79.2% 67.9% 77.7% English Learners 54.2% 76.0% 75.2% 81.6% 48.7% 76.9% Students w/ Disabilities 30.8% 26.9% 39.3% 28.6% 40.7% 48.1%
California English Language Development Test (CELDT) Due to low numbers, Mills High School only offers English Language Development (ELD) courses for students with intermediate English proficiency or above. Beginning English learners are referred to other schools with ELD 1-2 programs California English Language Development Test (CELDT) Results within our district. The 2008 - 09 2009 - 10 2010 - 11 results below indicate our English learners are # %* # %* # %* appropriately placed Advanced 16 16% 24 23% 29 27% according to their proficiency needs. Early Advanced 49 48% 48 46% 41 39% However, an analysis of Intermediate 32 31% 24 23% 22 21% English learner achievement data Early Intermediate 5 5% 7 7% 9 8% indicates a significant Beginning 0 0% 1 1% 5 5% number of our long-term English learners are Total 102 104 106 struggling academically. *Percent of students tested.
23 Academic Core The Academic Core was adopted district-wide in 2004. The goal of the Academic Core is to ensure students are UC/CSU eligible by the end of their 10th grade year. The Academic Core includes the successful completion of the following courses: • Algebra 1-2 and Geometry • Two years English • One year of UC/CSU approved “D” Science course • One semester of Contemporary World Studies • One year of Modern World History • One year of World Language • One year of PE
Students who complete the Academic Core have passed the required courses with a grade of C or better. Over the past few years, there has been a slight increase in the number of students completing the Academic Core from 64% in 2008 to 69% for the Class of 2013.
Students Completing the Academic Core w/ C or Better Despite high CAHSEE pass rates Graduating Class 2009 2010 2011 2012 2013 of: and API scores for #* %* #* %* #* %* #* %* #* %* Latino and White students, there is a All Students 383 61% 363 66% 365 67% 350 63% 331 69% lower percent of Asian 205 80% 207 78% 199 80% 196 82% 187 80% these students completing the Latino 56 25% 34 35% 43 30% 47 26% 37 38% Academic Core. A White 79 49% 84 54% 74 54% 78 45% 67 58% possible factor contributing to this English Learners 11 27% 15 33% 19 42% 22 23% 20 25% discrepancy is Students w/ 25 8% 20 5% 23 4% 23 4% 23 9% inconsistent Disabilities grading practices *Number of students in subgroup. Percent of subgroup population. among teachers.
24
Grades
A report card analysis Report Card Analysis: Students with at least One D or F indicates a Fall '09 Spring '10 Fall '10 Spring '11 Fall '11 disproportionate number of Latino # % # % # % # % # % students receiving at Asian 133 35% 143 36% 121 36% 148 38% 110 34% least one D or F. There were also a slightly Black or African disproportionate American 4 1% 3 1% 4 1% 5 1% 11 3% number of White Filipino 38 10% 39 10% 32 10% 38 10% 28 9% students receiving at least one D or F during Latino 85 22% 93 23% 87 26% 106 27% 96 29% the 2009-10 school- Pacific Islander 14 4% 13 3% 9 3% 13 3% 12 4% year. Current faculty discussions focus on White 105 28% 109 27% 81 24% 83 21% 70 21% providing students with academic support both in and outside the 9th Grade 68 18% 79 20% 79 24% 94 24% 75 23% classroom. 10th Grade 110 29% 111 28% 73 22% 85 22% 98 30% Instructional strategies, test re-take 11th Grade 119 31% 116 29% 98 29% 98 25% 78 24% policies, after-school 12th Grade 82 22% 94 24% 84 25% 116 30% 76 23% tutoring, mental health support are among the interventions currently Total 379 400 334 393 327 in place or being considered. *Percent of Students with D or F.
25 District Common Assessments Common assessments are developed by teachers in district-wide curriculum teams. They are reviewed and revised regularly. For most courses, the common assessments are administered once a year. The results are reviewed by departments and generally included in the students’ final grade for the course.
District Common Assessment Proficiency Rates 2008-09 2009-10 2010-11 # % # % # % Health 9th Grade 408 84% 339 89% 339 81% Science Biology 336 53% 177 53% 324 46% Chemistry 385 52% 310 53% 306 70% Physics 285 45% 260 39% 224 51% Social Science Modern World History 361 74% 346 74% 335 80% U.S. History 368 63% 350 73% 323 72% World Languages Chinese 63 98% 58 98% 62 97% Japanese 41 46% 42 62% 55 62% Spanish 122 86% 137 87% 154 80%
26 During the 2010-11 school-year, the process of administering common assessments for 9th grade English, 10th grade English, and Algebra 1-2 was revised. In an effort to transition from summative to formative assessments, four exams are now administered in these courses. Teachers use the results of these common assessments to monitor student progress and modify instruction as necessary. Conversations are currently underway to implement this same practice in other courses.
District Common Assessment Proficiency Rates 2008-09 2009-10 2010-11 # % # % # % English 9th Grade 250 54% 303 75% * * 1.1 * * * * 307 80% 1.2 * * * * 307 52% 2.1 * * * * 304 51% 2.2 * * * * 219 54% 10th Grade 439 41% 344 51% 3.1 * * * * 300 47% 3.2 * * * * 314 79% 4.1 * * * * 320 69% 4.2 * * * * 321 71% 11th Grade 343 64% 335 69% 320 66% Mathematics Algebra 1-2 206 68% 170 71% * * 1.1 * * * * 177 77% 1.2 * * * * 178 58% 2.1 * * * * 189 69% 2.2 * * * * 182 38% Integrated Math 1-2 * * 49 80% 44 53% Geometry 315 66% 286 75% 251 77% Integrated Math 3-4 * * 52 18% 51 34% Algebra 3-4 332 67% 285 77% 282 79% *Test not administered during that school year.
27 California Physical Fitness Test Results Students who are physically active tend to perform better Percent of Students within the Healthy Fitness Zone (HFZ) academically. Research 2007-08 2008-09 2009-10 2010-11 indicates a strong correlation between high standardized test Aerobic Capacity 86.0% 90.6% 89.2% 87.2% scores and physical fitness Body Composition 81.9% 83.7% 86.1% 73.5% scores. Physical Fitness Test results indicate that almost Abdominal Strength 97.5% 93.4% 93.4% 94.6% 80% of Mills’ ninth grade Trunk Extensor 92.0% 94.2% 97.6% 97.3% students meet at least 5 of 6 Strength fitness areas with more than half meeting all six areas. Upper Body Strength 84.1% 79.2% 84.9% 80.1% Flexibility 84.6% 87.0% 81.3% 83.3%
Percent of Students Meeting Physical Fitness Areas 2007-08 2008-09 2009-10 2010-11
6 of 6 Fitness Areas 53.3% 55.4% 58.4% 53.3%
5 of 6 Fitness Areas 28.8% 27.4% 25.3% 25.9%
4 of 6 Fitness Areas 11.0% 10.2% 8.7% 9.5%
3 of 6 Fitness Areas 5.2% 4.7% 5.4% 6.5%
2 of 6 Fitness Areas 0.8% 1.1% 2.1% 4.5%
1 of 6 Fitness Areas 0.8% 1.1% 0.0% 0.3%
0 of 6 Fitness Areas 0.0% 0.0% 0.0% 0.0%
28
Algebra 1-2 Enrollment Algebra 1-2 Enrollment by Ethnicity and Grade The data indicates a 2008-09 2009-10 2010-11 2011-12 disproportionate number of Latino students # %* # %* # %* # %* enrolled in Algebra 1-2. Asian 67 33% 60 35% 65 37% 42 36% However, the majority of the students enrolled in Black or African the course are 9th or 10th American 6 3% 3 2% 0 0% 1 1% grade students. Mills does Filipino 14 7% 17 10% 18 10% 16 14% not offer any mathematics course below the level of Latino 51 25% 37 22% 47 26% 35 30% Algebra 1-2. Pacific Islander 5 2% 4 2% 4 2% 4 3% White 62 30% 50 29% 44 25% 20 17%
9th Grade 185 90% 148 87% 161 90% 115 97% 10th Grade 12 6% 17 10% 13 7% 3 3% 11th Grade 3 1% 2 1% 2 1% 0 0% 12th Grade 5 2% 4 2% 2 1% 0 0%
Total 205 171 178 118 *Percent of Algebra 1-2 students.
29 Graduation Rates Although there has been a slight decrease in graduate rate, Mills High School graduates at least 95% of our seniors. Counselors meet with students annually to review their Individual Learning Plans and ensure they are on track for graduation. Students who are credit-deficient have the opportunity to make-up courses on-campus, at summer school, on-line, adult school or the community college.
Post-Secondary Data Approximately 98% of Mills students attend a two- or four-year college after graduation. During the 2010- 11 school-year, only six students reported plans to enlist in the military services or immediately join the work force. Of the students continuing their formal education, 47% attend a community college and 51% enroll in a four-year institution.
College Readiness The results of the SAT and ACT tests, the CSU Early Assessment Program, Advanced Placement scores, and UC/CSU eligibility rates are indicators of students’ levels of college readiness. Mills students consistently score higher than national and statewide averages. The national and California average total SAT scores are 1517 and 1509, respectively. By comparison, the 30 average total SAT score for Mills students during the 2010-11 SAT Results school-year was 1677. Similarly, 2008-09 2009 - 10 2010 - 11 the national and California average ACT composite scores were 22.2 Number of Students Tested 254 258 268 and 21.0, respectively. By Percent of Senior Class Tested 67% 69% 72% comparison, the average ACT composite score for Mills students Critical Reading Average 543 545 537 during the 2010-11 school-year Mathematics Average 597 595 596 was 25.4. Writing Average 548 556 544
Overall SAT Average 1688 1696 1677
ACT Results 2008-09 2009 - 10 2010 - 11 Number of Students Tested 123 127 115 Percent of Senior Class Tested 32% 34% 31% ACT Composite Average 24.9 25.5 25.4
The Early Assessment Program is an indicator of readiness for college-level work in English and mathematics. Despite seemingly low percentages, Mills students fare well as compared to State averages. The 2011 State proficiency rates for English and mathematics were 22% and 15%, respectively. By comparison, proficiency rates for Mills students in English and mathematics were 40% and 33%. Our proficiency rates were also higher than the District average.
CSU Early Assessment Program (EAP) Percent "Prepared" or "Conditionally Prepared" for College-Level Work 2008- 2009- 2010-
09 10 11 Number Tested 360 358 319 English "Prepared" 38% 37% 40% Number Tested 266 246 219 Mathematics "Prepared" 28% 28% 33% "Conditionally Prepared" 43% 45% 46%
31 Mills High School offers 14 Advanced Placement courses. We have an open enrollment policy. A teacher recommendation, specific grade, or prior enrollment in Advanced Standing/Honors classes is not a requirement. Per district policy, students enrolled in AP classes are not required to take the corresponding exam. However, the majority of the students elect to do so. Advanced Placement Percent of Students Passing with 3 or Higher 2008-09 2009-10 2010-11
# % # % # % Biology 45 80% 61 72% 107 60% Calculus AB 37 54% 56 39% 27 52% Calculus BC 89 73% 67 79% 69 81% Chemistry 122 54% 101 75% 99 57% Chinese Language & Culture 19 100% 16 100% 31 100% English Language & Composition 75 87% 67 91% 47 96% English Literature & Composition 76 71% 68 82% 47 72% Japanese Language & Culture 29 83% 21 86% 22 82% Macroeconomics 49 61% 64 80% 59 51% Physics B 55 76% 27 70% 29 90% Spanish Language 42 43% 45 67% 22 73% Statistics 86 58% 93 71% 82 65% Studio Art: Drawing Portfolio 4 50% 10 60% 5 60% United States Government & Politics 51 69% 64 77% 62 68% United States History 65 71% 38 76% 32 78% # Total Number of Students Taking Test
UC/CSU Eligibility Since 2007, the percentage of students meeting UC/CSU eligibility requirements has increased to 69%. A factor contributing to the increase is the implementation of the Academic Core which ensures students are scheduled into UC/CSU-approved courses beginning their 9th grade year.
32 Perception Data During the spring of 2011, surveys for parents, students, and faculty were developed by the WASC Coordinator with input from teachers and administrators. All surveys were administered online with translated versions of the Parent Survey in Chinese and Spanish sent via regular mail to the appropriate families. In the fall of 2011, the data was compiled by the WASC Survey Coordinator and presented to the faculty. Overwhelmingly, the results of the surveys indicate a positive perception of Mills High School from all stakeholders.
Student Survey Results Completed surveys were received from 700 students representing 52% of our student body. The ethnic and gender distribution of the respondents closely reflected the demographics of our school. The WASC Student Survey was administered to students online through their Social Science classes. Areas of Strength • 97% of respondents reported their teachers clearly explain the goals of the lesson. • 91% of respondents feel their teachers care about their success in school and have high expectations for them. • 90% of respondents believe their teachers encourage them to challenge themselves. • 95% of respondents reported administrators are visible and available. • 94% of respondents believe the discipline policy is fair and consistently applied by administrators and staff. Areas of Growth • 62% of respondents reported their homework load is “Too Heavy” or “Heavy, but manageable.” • Only 36% of respondents reported their homework load was appropriate for their courses or grade level. • A high percent of respondents (84%) reported they are more concerned with earning points than with the learning process. • After-school tutoring services are under-utilized with less than 20% of respondents making use of this service most of the time. • Almost 85% of respondents report feeling stressed at least some of the time.
Challenge Success Survey Results 594 students also completed the Challenge Success Survey. While the WASC Student Survey resulted in a more general assessment of Mills services, the goal of the Challenge Success was to gather data specifically about student stress. Some students may have completed both surveys.
33 Areas of Strength • 71% of respondents reported they have at least one adult in the school they can go to if they have problems. • Only 16% of respondents reported no engagement in their school work. These students did not work hard, enjoy, or find value in their schoolwork. • Mills students who felt it was important to learn, improve, and give effort in school, are also more likely to report: o More enjoyment and valuing of schoolwork o More willingness to work hard on their schoolwork o Fewer mental health problems o Less likely to have cheated Areas of Growth • 68% of respondents reported they were often or always stressed by schoolwork. • 62% of respondents have felt forced to drop their extra-curricular activities because of too much school work. • 65% of respondents reported that copying homework occurs often. • 34% of respondents have experienced exhaustion, headaches, and difficulty sleeping. • The average Mills student only gets 6.88 hours of sleep. • 21% of respondents reported using over-the-counter medications or legal drugs to stay awake to study.
Parent Survey Results Completed surveys were received from 647 families representing 48% of our student body. The ethnic distribution of the responses reflects the demographics of our school. The majority of the surveys were completed by parents of current 10th, 11th, and 12th grade students. Nearly 92% of parents surveyed indicated a positive response to the statement “I feel welcomed at Mills.” Areas of Strength • 99% of respondents reported their student feels safe on campus. • 97% of respondents feel that Mills promotes tolerance and respect of individual student differences. • Parents reported favorable ratings of 92% or higher in the quality of instruction for all subject areas. • 96% of respondents indicated they are satisfied with the curriculum at Mills. • 95% of respondents feel the Mills administration is easily accessible. • 92% of respondents indicated they are satisfied with the services of the Counseling Department. • There is a favorable perception of School Loop with 92% of respondents indicating they use School Loop regularly to access grades and missing assignments. • 97% of respondents gave Mills a passing grade with 34% indicating an “A”, 49% indicating a “B” and 14% indicating a “C” for overall satisfaction.
34 Areas of Growth • 58% of respondents reported their student’s homework load is “Too heavy” or “Heavy, but manageable.” • Only 36% of respondents believe their student’s homework load is appropriate for their courses or grade level. • 20% of respondents feel teachers do not contact parents if there is a concern about their student.
Faculty Survey Results Completed surveys were received from 64 teachers representing 88% of Mills faculty. Survey questions addressed professional development, school climate, leadership, communication, and instructional strategies. Areas of Strength • 100% of respondents enjoy teaching at Mills. • 100% of respondents believe all students can learn. • 95% of respondents use School Loop to post grades with 80% also posting homework assignments. • 86% of respondents feel the Mills administration supports them in working with students. • Professional development needs identified include: o Support on reaching less successful students (94%) o Use of technology in classroom instruction (87%) o Creating differentiated instruction (70%) o Working with Special Education students (70%) o Developing SDAIE strategies (65%) Areas of Growth • 90% of respondents feel they need more time with peers. • 74% feel professional development is mostly a response to external factors. • 70% of respondents lecture 2 – 4 days per week. • Only 51% of respondents feel the discipline policy is consistently enforced.
Please see appendix for complete survey results.
35 Chapter II Student/Community Profile Overall Summary
Chapter II: Student/Community Profile — Overall Summary from Analysis of Profile Data The Mills High School Faculty, Staff, and key stakeholders have reviewed and analyzed data from various State, District, and site based sources over the past year and as a regular review process since the last WASC visit in 2006. Three year trends of student performance on the California Standards Tests (CSTs), California High School Exit Exam (CAHSEE), CELDT, Advanced Placement exams as well as student completion of the District’s Academic Core and CSU/UC completion rates have been analyzed and interpreted and were used to provide guidance and direction in the development of the WASC six year Action Plan. Since the last WASC visit in 2006, Mills has consistently reviewed student performance data to address issues of academic performance and student proficiency. During this time, Mills and the SMUHSD have begun several initiatives to support increased levels of student success. In 2006, the SMUHSD initiated a 7 period day to provide additional opportunities for enrollment in support or elective classes. Prior to 2006, Mills and other District schools ran a 6 period schedule. In 2010, with the District’s entry into Program Improvement, Mills along with all District schools introduced new support offerings including Strategic Algebra and English Support classes. During the current school year, as part of a District –wide initiative, Mills also initiated two new courses, Guided Study and Blended Learning, to offer additional support structures. These efforts, along with our ongoing collaborative efforts to align course expectations with California Content Standards have led to many positive trends over the past several years.
Areas of Strength: Over the past several years, Mills High School’s Academic Performance Index (API) has grown steadily reaching a county-wide high score for high schools in 2011 with a score of 865. This score reflects a 44 point growth since 2007 when Mills earned an API of 821. In addition, since 2007, Mills has also seen consistent growth in the API of statistically significant subgroups including Asian, White, and Latino students with current scores of 910, 821, and 782 respectively. These scores reflect a growth of 29 points for Asian students, a 44 point growth for White students and an 87 point growth for Latino students signifying a narrowing of the gap between our Asian and Latino students. In 2010-2011, Mills also earned its highest similar school rank with a score of 6, up from 4 in 2009-2010. Although CST proficiency rates fluctuate from year to year, student proficiency rates have generally risen with consistent growth in Social Science, Mathematics, and Physics over the past three years. Although gaps in proficiency still exist, Mills students identified as Socio- Economically Disadvantaged, SPED, or EL tend to outperform District, County, and State averages. Schoolwide pass rates of the CAHSEE demonstrate significant student success with 96% of students meeting the required 350 score in English Language Arts and Mathematics. In 2011, 83% of Mills students passed at proficient levels (score of 380) in English Language Arts and 87% in Mathematics. The overall pass rate for all students taking the CAHSEE in the graduating 36 class of 2011 was 99.5%. These results are consistent over the past two years. For the 2010-2011 school year, Mills met Adequate Yearly Progress by meeting all 18 of 18 proficiency targets for the Annual Measureable Objectives. Mills students demonstrate high levels of success in California Physical Fitness testing with over 80-95% generally meeting the Healthy Fitness Zone (HFZ) in the six fitness areas. Over 50% of our students have met all six fitness areas over the past four years with roughly 85% meeting at least four of the six fitness areas. In comparison, Mills students outperform District and State averages. Mills students have demonstrated consistently high levels of successful completion of the District’s Academic Core as well as CSU/UC eligibility requirements. Nearly 70% of all students have met these requirements with a C or better over the past three years. However, the results for Latino, English Learners, and Special Education students fall far short of schoolwide percentages in these two important measurements. Mills has a high graduation and college acceptance rates. Yearly averages of roughly 53% of our graduates attend four year colleges or universities directly after high school. In 2011, 25% of our graduates attended a U.C. system school, 17% attended a California State University, and another 11% attended a Private College. 45% attended a Community or Technical College and 2% entered the workforce or military. Mills graduates are consistently accepted to some of the finest colleges and Universities across the country. The Mills faculty is well qualified with 100 percent of teachers fully credentialed in their subject area with 99% of all teachers meeting the “highly qualified” NCLB requirements. The Mills faculty has a low turnover rate and demonstrates high rates of teacher satisfaction on staff surveys.
Areas for growth: Analysis of student enrollment data identified two areas of concern including declining enrollment and a 4.9% increase in students identified as Socially Economically Disadvantaged. Over the past four years, Mills has declined over 200 students with a current enrollment of 1,337 students. In addition, Mills has seen an increase in students qualifying as socio- economically disadvantaged from 6.6% in 2008-2009 to its current rate of 11.1%. Despite rising API scores, significant achievement gaps persist in standardized test scores, CST and CAHSEE proficiency rates, and in successful completion of the Academic Core. Asian students continue to demonstrate higher proficiency rates than Latino, and to a lesser degree, White students. With some exceptions, including Geometry and Algebra 2, the gaps in proficiency are even more significant for English Learners and Students with Disabilities. The same discrepancies in achievement exist as measured by student completion of the Academic Core with 80% of Asian students meeting the Core as compared to 58% for White students, 38% for Latino Students, 25% for English Learners, and 9% for Students with Disabilities. Despite the District’s Open Enrollment Policy, AP enrollment numbers have remained flat or
37 declined over the past three years with the exception of AP Biology. However, this may reflect the larger issue of declining enrollment and increased sensitivity to levels of students stress. Pass rates have generally risen or remained stable. Unfortunately, despite efforts to diversify Honors and AP classes, enrollment by ethnicity has not changed significantly over the past three years. Last, despite overall positive trends in enrollment and student behavior, two disconcerting student behavior/health related issues have been identified. First, after the last WASC visit in 2006, Mills identified an increase in incidents of student cheating and academic dishonesty. During the 2008-2009 school year, as a result of a collaborative “Action Team,” Mills revised its Academic Integrity Policy and instituted the use of Turnitin.com. In addition, Mills teachers clearly articulate and reinforce academic expectations in regards to academic honesty. In response, we have seen a decrease in academic dishonesty though the issue remains a significant concern. Second, the Mills faculty and staff have become increasingly concerned about the levels of student stress. In response, during the 2010-2011 school year, Mills initiated a Challenge Success Team made up of 3-5 teachers, a counselor, administration, one parent and several students with the mission of developing and implementing action plans to improve student well being and engagement with learning. The Challenge Success program is coordinated through Stanford University and Mills is currently one of roughly 35 schools currently working with the program. Critical Academic Needs: Through the self-study process and the review of student performance data, Mills High School identified several areas of emphasis in need of specific attention and focused effort. Since the last WASC visit, Mills has consistently engaged in discussions and efforts to improve student learning amongst all students and has initiated a variety of programs to support all students. However, despite these efforts, gaps in student performance as assessed by multiple measurements continue to exist. The Critical Academic Needs that emerge reflect discrepancies between our Mission and school ESLRs and student achievement data. 1. Support underperforming students in meeting state content standards and course expectations. Strengthen student resiliency, academic identity, study and organizational skills and feelings of personal and cultural connections to school. ESLR Connection: Healthy and Responsible Individuals, Community Contributors 2. Improve students’ literacy and communication skills. Engage students in a rigorous, meaningful, and relevant academic program through instructional strategies focused on the development of academic language, literacy and numeracy skills, reading comprehension and academic writing, and technology skills. ESLR Connection: Effective Communicators, Critical and Creative Problem Solvers. 3. Develop higher level, critical thinking and problem solving skills to support student achievement in the academic core, CSU/UC required courses and provide increased access and success in upper level and advanced standing classes. ESLR Connection: Critical and Creative Problem Solvers 38
Questions raised by the data:
• How can we raise the level of performance of sub-groups that are not performing well on multiple measures?
• How can Mills more effectively address the specific needs of SPED students in mainstream College Prep classes?
• What strategies are most effective in supporting the development of academic language for EL students across all subject areas?
• How can we improve the academic success of our long-term EL students across the curriculum?
• How can we build and support the academic identity of our underperforming students? • What strategies or practices will best engage our Latino students in class and in school activities?
• How can we reduce academic stress without compromising the academic rigor of our classes?
• How do we ensure all students have access and support to be successful in upper level and advanced placement classes?
• How can we teach and reinforce the importance of academic integrity amongst all students?
• How can we move from a “wait to fail” based intervention program to a more timely and effective intervention program?
• How will we measure success of current initiatives including Strategic Support classes, Guided Study and Blended Learning classes, counseling interventions, and after school tutorial? What learning can we take from these initiatives and replicate in other areas?
• How can we more effectively measure and assess student achievement beyond the use of CST, CAHSEE, and CELDT data?
• How can we more effectively engage parents of underperforming students in school?
39 Chapter III Progress Report
Chapter III: Progress Report
Leadership Since the WASC visit of 2006, Mills has new leadership as well as new administrative personnel. In 2006-2007, Paul Belzer stepped in as Principal, and Irma Muñoz became the Assistant Principal of Instruction. Linda Kitano transferred to Mills as the Assistant Principal of Student Services in 2009-2010. The Dean, Leadership teacher, Music Director, and all four Mills counselors are new since the last full visit. At the district level, a new superintendent was hired in 2009-2010, as well as new associate superintendents in 2008-2009. The Associate Superintendent of Instructional Services was recently hired for the 2011-2012 school year.
WASC Visit
2006 Critical Areas of Follow-up: 1. There is a need for site and district to collaborate to develop and implement a plan to address on-going technology needs. 2. Site leadership and staff need to develop and implement a structure that will effectively assess the student achievement of the ESLRs on an ongoing and scheduled basis. 3. There is a need to develop and implement processes that will ensure maximum opportunities for new students to transition and assimilate successfully as a part of the culture of Mills High School. 4. An on-going emphasis needs to be placed upon the disaggregation of student achievement date in order to identify achievement gaps and learning needs of various identified sub groups. 5. Develop a process for identifying and encouraging students from under-represented groups to enroll in Honors/Advanced Placement/Advanced Standing courses.
The Mills High School administration and staff have been actively involved in addressing the schoolwide critical areas for follow-up. Imbedded in each Department’s actions towards the Action Plan items are achievements that demonstrate efforts made to address the critical areas outlined in the 2006 Visiting Committee’s report. In addition, specific individuals and teams such as: Site Technology Coordinator, Counseling Department, Leadership, Mills Planning Committee; have developed programs and systems in response to the areas of follow-up.
In 2011, new positions were added to further support the steps in progress towards improving technology, data assessment and professional development. During the 2008-2009 school year, Mills worked to design a system that assessed the progress of the ESLRs. Ideas were shared however consensus was not reached. This discussion was tabled until the ESLRs were revised. The 2011 revised ESLRs have reopened this discussion. The current discussion, to assess the ESLRs, revolves around an “Assessment Faire” during Open House to display student work and show the connection to the ESLRs.
40 Support Positions – New courses and positions Fall of 2010 • Strategic English Support • Strategic Algebra Support Fall of 2011 • Guided Study • Blended Learning • Professional Development Coordinator (Site and District) • Data Assessment Coordinator (Site and District) • Academic Intervention Counselor Procedures for managing the school’s action plan: • Departments took responsibility for implementing specific steps towards the Action Plan goals. Updates were shared during the monthly Academic Senate meetings. • Progress monitored within each department, shared Schoolwide during Faculty meetings and Academic Senate meetings. • Action teams were created in 2008-2009 to connect the staff across the curriculum. Each Action team focused on one part of an Action Plan item. The team created resources that were shared during Faculty Meetings and distributed to all teachers. o Teams: . Critical Thinking . Non-fiction Across the Curriculum . Aesthetics of Learning . Supporting Student Athletes . Garden-based Curriculum . Integrity & School Identity o Outcomes from the Action Teams: . Align 9th and 10th grade CP Math and English courses . Expansion of AVID program – student placement, tutoring training, expansion of team . After-school tutoring program
41 Action Plan 1: Improve academic achievement of all students in the “Academic Core” and UC/CSU required courses. This incorporates critical areas of follow-up number 2, 4, 5. ESLRs: Critical & Creative Thinkers, Self-Directed Learners, Responsible & Collaborative Workers
Activities 2006 • School Loop used to distribute handouts, post assignments, publish grades and communicate with students and parents • Counselors support through use of School Loop, support classes, student contracts and targeting students for Honors or AP courses • Counselors educate students and parents about UC/CSU requirement through classroom visits, parent nights and Naviance • Lesson plans aligned with State Standards • Benchmark tests: English, Math, PE, World Languages • Support Classes: English, Social Science, Math, Science • SAI Algebra added to support Special Education students • Common Assessments – English, Social Science, World Languages • Align Curriculum vertically and horizontally within the department – Social Science, Math • Push to diversify Honors and Advanced Placement classes through identification by counselors and teachers • Implementation of AP Studio Art (Board approved 2006) • Improve schoolwide use of School Loop by teachers and parents through advertisements and education about the resource • Implementation of Seven Period Day • AVID expanded to two sections 2008 • Increased use of School Loop by teachers • District curriculum development – World Languages (5-6 level) • Diversify instruction – increase use of SDAIE strategies • District workshop – Kate Kinsella • Departments discuss and implement Kinsella strategies • District Alignment – English and Math with accordance to Program Improvement • PI work including Special Education Eng 1-2, Eng 3-4, Alg 1-2 • Tutoring program expanded – Student-led Biology and Chemistry, World Language, and general After School Mondays and Wednesdays in the Library • Special Education students mainstreamed • New Math courses for at-risk students: Algebra Support, Study Skills, Integrated Math • Addition of Mandarin to World Language Department • District Alignment of EL courses – adopted new curriculum, Edge textbook • District Common Assessment in Visual Arts
42 Activities • Review Seven-Period Day, course offerings and student utilization • Push to have all teachers incorporate writing into their lessons and encourage students to connect ideas across the curriculum • Nutrition Course approved for UC G requirement • AVID…. – encourage teachers to attend AVID training and introduce AVID tools into the classroom • Naviance purchased to support web-based planning, advising, resume building and college applications • Support classes require 3-week progress reports to monitor grades (EL, Study Skills) • After each grading period, teachers receive their “D/F” list to mark interventions and steps taken to support students 2010 - • District and Site supported – Walk-through Protocol training present • Evaluate and revise SDAIE and Kinsella strategies used in classroom – Department and Faculty-wide • Co-Teach Model developed, and implemented 2011-2012 in 3 classes: Modern World 1-2; US 1-2; Health • Development of common academic language within departments – Social Science • Implementation of District developed common academic language – Health • Implementation of strategic support classes: Blended Learning, Guided Study • Implementation of strategic tutoring programs: EL tutoring, AP tutoring – offered by department • After school tutoring program • Realign 9th grade Social Science curriculum • New courses – Integrated Math and Finite Math
43 Action Plan 2: Improve study and organizational skills through a clear and consistent approach to all classes. This incorporates critical areas of follow-up number 1, 3, 4. ESLRs: Effective Communicators, Self-Directed Learners, Responsible & Collaborative Workers
Activities 2006 • Departments identify specific skills necessary for mastery of content • Departments develop ways to teach necessary study and organization skills within the context of the curriculum • College Skills Review Classes (Study Skills) are introduced (replaced in 2010 with PI support classes) • Research Skills taught in English, Social Science and PE • Binder/Portfolio requirements to help model and teach organization skills – Social Science, PE, World Languages, English • Note-taking Skills taught and reviewed at all levels – Social Science, English, Math, Special Education, CTE • Student Planners provided by Leadership Class and supported by counseling department • Students receive Daily/Monthly Planners and are directed to use them by their teachers 2008 • Increase use of School Loop to post assignments and update activities calendar • Departments develop vocabulary lists to support curriculum – English, Social Science, Math, Health • Library supports lessons on Research skills – sample forms created for assistance, including MLA formatting guide • Review success of study skills courses and lessons schoolwide and by individual departments • Work to increase parent involvement through parent meetings run by counselors and contact through School Loop • Utilize After-school Tutoring program to help organize students and teach/reinforce study skills • AVID strategies shared during Faculty meetings and discussions on schoolwide strategies to support student skills • Some discussions between English and Social Science to streamline research skills 2010 • Student Information Sheet (Action Team) • Revise support classes to align with Program Improvement requirements • Developing student responsibility and ability to evaluate own progress • Library and Counselors continue to support study/organization skills through simplified tools (i.e.: checklists, homework folder) • Continued discussions between English and Social Science with regard to the Research process
44 Action Plan 3: Improve students’ ability to communicate effectively in writing. This incorporates critical areas of follow-up number 4, 5. ESLRs: Effective Communicators, Critical & Creative Thinkers, Self-Directed Learners
Activities 2006 • Departments identify ways to incorporate more writing into the curriculum, and ways to teach writing • Work to develop specific writing assignments and vertical alignment of writing skills within the department • Implement/Revise style for Lab Reports, Journals – Science, World Languages, PE, CTE, Health, Social Science • Work to develop strategies to support writing in Special Education 2008 • Common writing assignments developed – English, Social Science, World Languages • Adoption of UC Davis Writing Model by Social Science Department • Work to create common department rubrics for writing assignments – Social Science, English • Continue to develop and reinforce strategies to support writing in Special Education • Action Team to develop schoolwide tools for book reviews, resources shared through School Loop 2010 • Re-evaluate common writing assignments both at the district and department level in English • Departments discuss common assignments and ways to improve student writing skills • Begin alignment to Common Core Standards based on literacy
45 Action Plan 4: Improve higher critical thinking skills. This incorporates critical areas of follow-up number 4, 5. ESLRs: Effective Communicators, Critical & Creative Thinkers, Self-Directed Learners, Responsible and Collaborative Workers.
Activities 2006 - • Departments identify ways to develop critical thinking skills within the ongoing curriculum – analyze primary sources/data, problem solving group work, evaluative writing assignments • Mills Critical Thinking Rubric, created in 1996, used in the first Assessment Faire 2008 • Develop High, Medium, Low assignments – English • Student collaboration assignments • Action Team focused on critical thinking skills and tools across curriculum – TCDR strategy, levels of questions, Socratic seminars • Strategies shared during Faculty meeting • Review Mills Critical Thinking Rubric within departments, determine ways to utilize rubric 2010 • Departments work to develop skills for students to self-evaluate • Utilize peer observations and Walk-throughs to identify and improve critical thinking assignments and skills • Discussions to use TCDR strategy in departments – Social Science, Science, Math, PE, Health, CTE, World Languages • Special Education supports students with more critical writing assignments, and more emphasis on verbal critical thinking skills • Need to review Critical Thinking Rubrics to make more user friendly
In addition to the Action Plan, steps have been taken to help incoming 9th graders transition to life at Mills (Area of Follow-up 3). Mills High School offers an extensive orientation program for all incoming ninth grade students. In the early spring, Mills presents the Eighth Grade Parent Night at which time the administration, counselors, safety advocate, athletic and activities directors introduce themselves and their programs to parents and students. Ninth grade students register in August with the help and support of upperclassmen and Leadership students. Each year, approximately seventy to eighty Mills students welcome the incoming ninth grade class with a day of fun activities and food followed by registration and a tour of the school. The incoming ninth graders are escorted and guided through each step of registering, from getting their student identification photo to reviewing their class schedule and picking up their books. Each September, approximately 100 freshman and upperclassmen attend the Kids’ Day field trip at the Millbrae Recreation Center. The day is filled with fun activities with the focus on making the freshman students feel welcome at Mills and to build their sense of school pride.
46 In early fall, the SOAP students present the Freshman Assembly, focused on supporting the incoming freshman class. Issues such as bullying, harassment, tolerance, respect, and self- confidence are the themes of the SOAP assemblies. Peer Helpers, a class and club, hosts a Kent Award-winning weekend retreat in the fall. Approximately seventy students, including fifteen to twenty freshmen, participate. Students engage in fun activities, learn communication skills, and participate in teamwork. The SPECTRUM Club sponsors a Mix-It-Up Day each year. This club promotes acceptance, equality and inclusion of all gender identities and sexual orientations. Students from 10th, 11th, and 12th grade each lunch with a freshman student and are paired by their birthday month and enjoy lunch and ice-cream together. Leadership has sponsored a “Cookies-n-Cram” session each semester since 2009. Teachers and tutors work together to help students prepare for their semester finals. In 2005, the Support One Student (SOS) program was created. The program was designed to partner an at-risk student with a teacher. This program has been absorbed by the Latina Mentor Program (LMP) which partners a female student with a teacher mentor. Currently Don Burdette and Cory Nakamoto are working to create a Latino Mentor Program to support the male population at Mills. To support transfer students, the Counseling Department developed a student “buddy” program. The student “buddy” helps the new student get their books, meet their new teachers and overall feel welcome at Mills.
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Chapter IV Self-Study
The Self-Study The self-study was conducted using five Focus Groups. Each department and the office staff were asked to divide the department as equally as possibly among the five Focus Groups to have a broader cross-section of the school represented. Information was sent to parents and students through School Loop inviting all stakeholders to participate in a group. A few parents and students emailed their ideas to have their voice heard in the group. Findings of the Focus Groups were shared in Department meetings. All staff members participated in editing the Self-Study. Editing teams were created and the report was divided into smaller sections to simplify the editing process. The final draft was posted on School Loop to allow all stakeholders an opportunity to review and submit requests for specific changes. Each Focus Group submitted a list of growth needs which were then adapted into an Action Plan by the entire staff. In the following pages are the results of the Self-Study, organized by criteria as they appear in the WASC/CDE guidelines.
48 Category A: Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources
1. Mark Nichols - Career Technical Education 2. Tim Keller – Social Science 3. Grant Paul – Science 4. Peggy Peel – Mathematics 5. Denise Dreyer – Mathematics 6. Jane Spencer-Mills – World Language 7. Elizabeth Saxton - World Language 8. Catlin Conlin – Social Science 9. Doug Miner – Visual and Performing Arts 10. Melissa Mayer – English/Activities Director 11. Steve Dwyer – English 12. Angela Reinhardt-Mullins – English/ELD 13. Cory Nakamoto – Counseling 14. Sandy Masterson – Support Staff 15. Joyce Vranjes – Support Staff 16. Becky Shiozaki – Support Staff 17. Satish Prasad – Maintenance 18. Matthew Wilson – Physical Education 19. Linda Murphy – Parent
49 A1. Organization Criterion To what extent a) does the school have a clearly stated vision or purpose based on its student needs, current educational research and the belief that all students can achieve high levels and b) is the school's purpose supported by the governing board and the central administration and further defined by expected schoolwide learning results and the academic standards?
CRITERION A1 INDICATORS AND PROMPTS
Vision – ESLRs – Profile Prompt: Comment on pertinent student/community profile data that has impacted the development of the vision and the expected schoolwide learning results. Mills High School has clear and established mission and vision statements. The Mills Community has been involved in creating the mission statement and revising the Expected Schoolwide Learning Results, or ESLRs. These have been periodically revisited and revised by various groups made up of teachers, administrators, parents and community members. School goals and improvement efforts focus on providing a rigorous and relevant curriculum in a supportive learning environment based on best practices and current research and in the belief that all students can learn at high levels. The mission and vision statements address the diverse nature of the Mills High School community. By modeling academic, extracurricular and personal excellence, the faculty and staff, students and parents, strive to promote a culture that supports academic and personal growth for all students. The San Mateo Union High School Board of Trustees and the District’s central administration are committed to supporting the academic and personal development of all students. The support is evident through the District’s attention to Academic Core Data, CSU/UC eligibility rates, and other Site, District and State common assessments as well as the District’s open enrollment policy for all Honors and Advanced Placement classes. To assist all students in meeting graduation requirements, the District moved to a 7 period day schedule during the 2006-2007 school year and, more recently, supported the implementation of strategic support classes (Strategic Algebra Support 1-2 and Strategic English Support 1-2, 3-4), Guided Study 9, 10 and Blended Learning classes. To further support student achievement and personal growth, the District also funds the following personnel to ensure a safe and supportive school environment: four full time guidance counselors, a School Safety Advocate, a College and Career Adviser, an English Learner Specialist, Health Aide, and Student Data Analyst. In addition, the District has successfully passed three separate school bond measures, Measures D, M and O, over the past 11 years. The respective bonds have funded the modernization of the entire school facility with the exception of the gyms and auditorium which are currently under construction.
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A1: Vision – ESLRs – Profile Findings Supporting Evidence
Mills High School has an established mission statement and The Mills schoolwide Mission Expected Schoolwide Learning Results that have been revised Statement is posted on the to reflect current student needs, educational research, and a Mills web site. strong belief that all students can be academically successful. Mission statement and ESLRs
are posted in most parent The original ESLRs were developed in 1994 and were edited information guides. again in 2000. During the current self-study, Mills faculty The original list of ESLRs was concluded the ESLRs needed to be re-visited and revised. The printed and posted in majority felt that the original ESLRs did not significantly classrooms in 2000. The ESLRs address and promote student well-being and community have been reviewed, revised involvement from Mills students. Also, they did not and approved in 2011. adequately address the need for Mills students to seek enrichment and inspiration from outside sources. Ongoing discussions have taken place at PTO, MPC, Academic Student achievement data and sharing of best instructional Senate and individual practices is common at faculty and department meetings. department meetings. See agendas. SPSA and SARC
Development/Refinement of Vision/ESLRs Prompt: Examine the effectiveness of the processes to ensure involvement of representatives from the entire school community in the development/refinement of the vision and expected schoolwide learning results. Mills actively reviewed the ESLRs during the last Self-study and WASC visit in 2006 and have again reviewed and revised the ESLRs as part of the current Self-study. The revision process has been all encompassing with each department at Mills having discussed the ESLRs in accordance with the mission and vision of Mills High School. These suggestions were submitted to the Academic Senate and the Mills Planning Council for further input and revision. After several drafts and opportunities for discussion and revision over the past year, the current ESLRs were approved by the Mills Planning Council in the fall of 2011.
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A1: Development/Refinement of Vision/ESLRs Findings Supporting Evidence
The Mills faculty and staff reviewed and revised the ESLRs Academic Senate and MPC with input from all departments, Academic Senate, and the agendas and notes Mills Planning Council (school site council). The revision is an Parent Teacher Organization ongoing process based on the needs of students. Meetings Initially, the ESLRs were critiqued within individual The updated list of ESLRs has departments. Each department reviewed the original ESLRs, recently been circulated to staff addressed concerns, and participated in the refinement of for review and use. the older ESLRs and the creation of the new ESLRs. In April of 2011 each department brought their revised ESLRs to the Student, parent, and faculty Academic Senate and MPC for discussion, input, and revision. survey results The ESLRs were then reviewed and edited by a small committee of volunteers. The revised ESLRs were approved by the MPC in November, 2011.
Understanding of Vision and ESLRs Prompt: Examine the effectiveness of the processes to ensure involvement of representatives from the entire school community in the development/refinement of the purpose and expected schoolwide learning results. Mills has made the Mission Statement and ESLRs public to faculty, staff, students, and parents by posting them on the website. ESLRs are also posted in classrooms. The students also receive a copy in the yearly planner, Parent Handbooks and Counseling Guides distributed to all students at the beginning of the school year.
A1: Understanding of Vision and ESLRs Findings Supporting Evidence
The ESLRs are posted on School Loop and classroom walls. Revised ESLRs and Vision The ESLRs are not consistently presented to parents at Open Statement are posted on the House or Back-to-School Night. In some classrooms, they are Mills web site periodically presented and discussed with students. Many ESLRs are posted in the walls in student assignments are linked directly to ESLRs. The ESLRs classrooms are printed in the yearly planner that each student receives at the beginning of each year. Yearly student planner and parent information guides
include school ESLRs
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Regular Review and Revision Prompt: Examine the effectiveness of the process for regular review/revision of the school purpose and the expected schoolwide learning results based on student needs, global, national and local needs, and community conditions. The Mills community believes that the ESLRs need to be a list of dynamic learning outcomes that require occasional review to reflect the current needs of our students. The ESLRs will be reviewed by the faculty regularly to ensure they are meeting the needs of the current student population. Mills has a system of review/revision that includes all academic departments, the Academic Senate, and the MPC.
A1: Regular Review and Revision Findings Supporting Evidence
The ESLRs were most recently reviewed by the staff in spring ESLRs of 2011 and finalized by the MPC in fall of 2011. Each department provided input to the proposed changes which were compiled and considered by the school leadership. The revisions were required as a result of the changing needs of students in this rapidly changing world. The ESLRs and vision statement are further reviewed and refined by MPC before they are submitted to the governing board (SMUHSD Board of Trustee.)
A1. Organization: Additional Findings Prompt: From examining additional relevant evidence, what has been learned regarding the extent to which this criterion is being addressed? The administration is instrumental in developing the annual SPSA document with guidance from the district administration and current site work. It is developed based on the needs of students, the ESLRs, and site goals that have been identified by the staff. The SPSA document is brought to the Mills Academic Senate and MPC for discussion, review, and update. The SPSA is then presented at each department meeting for further discussion on how to best implement the plan and use it to meet the school ESLRs. The SPSA is a public document that is available on-line for all students, parents, staff, and community members to read.
A1: Organization – Additional Findings Supporting Evidence
Mills annually updates its Single Plan for Student The SPSA document is posted Achievement (SPSA) as required by the state of California. on the “Assessment “ tab of the This plan guides the school goals for improvement and San Mateo Union High School
53 A1: Organization – Additional Findings Supporting Evidence achievement. The plan currently emphasizes the following District web site. goals: alignment and assessment, instructional strategies, Minutes from Academic Senate, tutoring, and academic support structures. The critical MPC, and department meetings academic needs addressed in the SPSA match many of the show the discussion and review goals of the ESLRs. of the SPSA document.
54 A2. Governance Criterion
To what extent does the governing board a) have policies and bylaws that are aligned with the school's purpose and support the achievement of the expected schoolwide learning results and academic standards based on data-driven instructional decisions for the school; b) delegate implementation of these policies to the professional staff; and c) regularly monitor results and approve the single schoolwide action plan and its relationship to the Local Educational Association (LEA) plan?
CRITERION A2 INDICATORS AND PROMPTS
Governing Board Prompt: Comment on the clarity of the policies and procedures regarding the selection, composition and specific duties of the governing board, including the frequency and regularity of board meetings. The SMUHSD Governing Board has extensive policies and bylaws that are aligned with the school’s purpose and support student achievement. The Governing Board meets every other week and members, committee breakdown, contact information, minutes and agenda are all posted on the SMUHSD website. The specific duties are listed on the website as well. The website also includes the calendar of board meetings, the agenda which is posted prior to the meeting, and the minutes which are posted after the meeting detailing what was covered during that meeting. Board meetings regularly consist of presentations from the Curriculum Department regarding student achievement. Board policies, including the District’s Academic Core and Graduation requirements, are reviewed regularly with input from District and Site administrators. The Board receives additional information about the schools through reports from principals and presentations by staff members and special committees.
A2: Governing Board Findings Supporting Evidence
The governing board’s members, duties of the board, board District Website agenda and minutes are all posted on the SMUHSD website. Board and Administrative The board is the educational-policy making body for the Policies posted on district district and their main focus is to keep learning and website achievement for all students as the primary focus. Strategic Plan The Governing Board adopted a revised Strategic Plan during
the 2010-2011 school year.
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Relationship of Governance to Vision and ESLRs Prompt: Comment on the clarity of the policies and procedures regarding the selection, composition and specific duties of the governing board, including the frequency and regularity of board meetings. District policies and procedures are posted on the District web site and reviewed regularly. The mission and vision statements at the six schools in the district reflect a level of cohesion between the District and school sites. The District and the site mission statements both seek to challenge and motivate students to achieve at high levels and support the importance of learning as members of a diverse community.
A2: Relationship of Governance to Vision and ESLRs Findings Supporting Evidence
The governing board has stated philosophy, goals, objectives Board policies and procedures and comprehensive plans. are listed on their website (www.smuhsd.org/board) The governing board holds public meetings regularly (every two weeks). Numerous district-wide meetings involving The meeting dates, times, members of each school site meet during the course of each agendas, and minutes for the month to discuss the interests and goals of the governing governing board meetings are board. These meetings include the various curriculum posted on the district website councils, the Management Policy Group (MPG), and (www.smuhsd.org/board) Curriculum Instructional Council (CIC). The meeting dates, times, agendas, and minutes for other meetings are available to any interested person.
Understanding Role of Governing Board Prompt: To what degree does the school community understand the governing board’s role, including how parents can participate in the school’s governance? Parents, students, and community members can attend governing board meetings and participate in the site council at Mills. Parent Teacher Organization and MPC meetings regularly discuss the relationship between the school site and District governance. District-wide issues are presented at these meetings for information sharing and for further discussion. District personnel, including the Superintendent or Associate Superintendents, typically present at one PTO meeting each year. The District invites a member from each site’s PTO to present at Board meetings. In addition, the District has created a Parent Advisory Group for the District and has parents participate in various committees such as the Budget Advisory Committee and Citizens Oversight Committee.
56 A2: Understanding Role of Governing Board Findings Supporting Evidence
The school board requires that each school has a site council The site council at Mills is the with representation from certificated staff, classified staff, MPC, composed of students, parents, administration, and community. This administrators, teachers, group, called the Mills Planning Council or MPC, is certificated and classified staff, responsible for discussing and implementing some governing parents, and students. board policies and decisions that affect the school. The district website outlines The MPC, with input from Faculty and Staff, is responsible for community relations. approving the Single Plan for Student Achievement which is then presented to the Board for final approval.
Governing Board’s Involvement in Review/Refinement Prompt: How is the governing board involved in the regular review and refinement of the school’s vision and purpose and expected schoolwide learning results? The Governing Board regularly monitors school and student performance of District, State and National assessments and academic standards through various Board presentations and/or Board Study sessions. The Governing Board receives annual reports on student performance data that is disaggregated by site and by specific statistically significant student groups. Each fall, schools, present the Single Plan for Student Achievement for Board review. In addition, each fall, the Superintendent presents District goals aimed at supporting student achievement of the expected schoolwide learning results, academic standards and the District’s graduation requirements. The Board engages in a vibrant discussion around yearly District goals to ensure high levels of engagement and support for student learning.
A2: Governing Board’s Involvement in Review/Refinement Findings Supporting Evidence
Governing Board approves yearly District goals aimed at Board approved District goals supporting the work across the Districts and at each school Annual reports of student site. achievement data including Governing Board regularly reviews school and District data to STAR, CST’s, CAHSEE, Advanced review student achievement. Placement, Academic Core and District graduation School sites present Single Plan for Student Achievement requirements. each year. Board approved SPSA
57 Professional Staff and Governing Board Prompt: To what degree is there clear understanding about the relationship between the governing board and the responsibilities of the professional staff? There is a clear understanding about the relationship between the Governing Board and the responsibilities of the professional staff. The governing board requires that all teachers be evaluated every two years. The evaluation of all certificated teachers is based on the California Standards for the Teaching Profession. The evaluation process clearly outlines the responsibilities expected of all teachers and indicates at what capacity teachers are fulfilling their responsibilities.
A2: Professional Staff and Governing Board Findings Supporting Evidence
Governing Board requires all teachers be evaluated every Evaluation process two years Contract All teachers sign a contract that outlines teacher responsibilities.
Board’s Evaluation/Monitoring Procedures Prompt: Comment on the clarity of the evaluation and monitoring procedures carried out by the governing board, including review of student performance, overall school operations, and fiscal health of the school. The Governing Board’s evaluation and monitoring procedures are posted on the district website. The agenda is posted before each board meeting and the minutes are posted after each meeting. There is a Construction, Policy, Property, Budget Advisory and Citizen Oversight Committee that meet separately throughout the year as well. Their minutes and agenda are posted on the district website as well. The board policies and protocols are on the district websites and state that the board is monitoring and evaluating the student performance, school operations, and fiscal health.
A2: Board’s Evaluation/Monitoring Procedures Findings Supporting Evidence
The School Board has published policies on the district Student Performance: website to review student performance and school Common Assessments operations. Data Director Board Policy of Facilities is clearly outlined on the district website. API scores There is a Budget Advisory Committee of the Board. They Grades/Evaluation of Student post their agenda and minutes on the district website before Achievement and after each meeting. School Loop Business and Non-Instructional Operations are clearly
58 A2: Board’s Evaluation/Monitoring Procedures Findings Supporting Evidence
defined on the district website Facilities - District Website Budget Advisory Committee of the Board District Website
Complaint and Conflict Resolution Procedures Prompt: Examine and comment on the established governing board/school’s complaint and conflict resolution procedures as they apply to your school’s shareholders. The Governing Board’s complaint and conflict resolution procedures are clearly defined on the district website. All shareholders have clearly defined procedures to follow should a complaint be necessary.
A2: Complaint and Conflict Resolution Procedures Findings Supporting Evidence
The district website has links to address complaints District Website concerning district employees, complaints concerning Board Meetings instructional material, and uniform complaint procedures. The governing board allows public comment at each of its meetings
A2. Governance: Additional Findings Prompt: From examining additional relevant evidence, what has been learned regarding the extent to which this criterion is being addressed? The District’s Governing Board and Mission Statement work cohesively to support the Mission and Vision of Mills High School. The District and the site both challenge and motivate students to recognize the diverse community and provide a safe learning environment that promotes intellectual growth, creativity, and respect. All school sites are required by the Board to develop a set of ESLRs that reflect what a student is expected to know upon completing a course of study. The District has created site- and district-wide Professional Development and Assessment and Data Coordinator positions to assist school sites with developing common assessments and gathering and interpreting data to improve student learning. The allocation of funds for the data coordinator and staff development coordinator show a desire by the district to have teachers more involved with schoolwide data and staff development needs.
59 A2: Governance – Additional Findings Supporting Evidence
The governing board has published policies that allow each District website school to develop and implement expected schoolwide Professional Development and learning results. Assessment and Data The district has allocated teaching sections to the Coordinator positions Professional Development and Assessment and Data Published ESLRs Coordinator positions. Master Schedule Each school is expected to have ESLRs and attempt to implement them. Support classes, Blended Learning and Guided Study courses were developed as a response to data regarding graduation rates and numbers of students meeting the academic core. The new staff development coordinator led our first staff- development day. The new data coordinator led a break-out session on using data director.
60 A3. Leadership and Staff Criterion
To what extent based on student achievement data, does the school leadership and staff make decisions and initiate activities that focus on all students achieving the expected schoolwide learning results and academic standards? To what extent does the school leadership and staff annually monitor and refine the single schoolwide action plan based on analysis of data to ensure alignment with student needs?
CRITERION A3 INDICATORS AND PROMPTS
Broad-Based and Collaborative Prompt: Document that the school planning process is broad-based, collaborative and has commitment of the shareholders, including the staff, students, and parents. Based on analysis of student achievement data, the school leadership and staff make decisions regarding the achievement of the ESLRs and academic standards. All stakeholders are represented and the process is broad-based and collaborative. Through a variety of vehicles, we have improved communication among all stakeholders regarding schoolwide learning results and academic standards. There has been increased participation by the community-at- large in academic, informational, and extra-curricular school sponsored events. Examples include Open House, Mills Mania, and our thriving athletics program. Student achievement data is reviewed annually and informs and guides the development of the Single Plan for Student Achievement. Disaggregated data from California Standards Tests, CAHSEE, CELDT and other site based, District and State level assessments are used to identify students not meeting academic standards. Through the use of Data Director, a web-based software program purchased in 2009, teachers and administration have access to class-level student achievement data as well as schoolwide data. Department Chairpersons set annual goals and participate in the review, analysis, and planning of improvement efforts aimed at assisting all students to meet academic standards. Beginning this year, the Assessment and Data Coordinator works with teachers and departments to further schoolwide data discussions and ensure the school’s planning process is collaborative and committed to all shareholders.
A3: Broad-Based and Collaborative Findings Supporting Evidence
Data-driven decision-making. Achievement Data: All stakeholders are represented through the review of STAR Scores achievement data at Faculty meetings, Academic Senate, AP Exam scores MPC, and PTO meetings. CAHSEE Scores Assessment and Data Coordinator works with teachers, departments and administration to review data and assist in CSU/UC Eligibility planning.
61 A3: Broad-Based and Collaborative Findings Supporting Evidence
We have seen greater participation in school events. Department and District Common Assessments Revisions have been made to the ESLRs and WASC Action Plan based on analysis of student quantitative and qualitative Grade Reports data. Department New courses have been designed to assist students not Awards/Recognition meeting academic standards including Strategic Algebra and Student of the Week English Support, and Guided Study 9 and 10. Recognition
Communication Instruments: Meeting Minutes School Loop/Teacher Websites K V I K Daily Announcements Phone Dialers School Events (i.e.: Back-to- School, Open House, 8th Grade Parent Night, College Planning, Freshmen Orientation, etc.) Mailers School Marquee Community Outreach (i.e.: extra-curricular off campus activities: Rotary presentations, Interact, Millbrae Leos Club, Latina Mentor Club etc.) Single Plan for Achievement Financial Records supporting expenditures State Standards
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School Plan Correlated to Student Learning Prompt: What evidence supports that there is a correlation between the Single Plan for Student Achievement and analysis of student achievement of the critical academic needs, expected schoolwide learning results, and academic standards? An extensive analysis of student data has guided site leadership and staff in designing an environment that supports the ESLRs and high academic standards for all students. SPSA functions to help make these goals achievable by all students. Support options are available for teachers, students and parents to encourage achievement of common goals. The analysis of student achievement data during the self-study process led to our identification of critical academic needs for student achievement and the eventual development of the schoolwide action plan. The SPSA supports the specific goal towards our Action Plan to address student needs.
A3: School Plan Correlated to Student Learning Findings Supporting Evidence
Administration drafts the SPSA in accordance with the Action Strategic Algebra and English Plan. The Academic Senate discusses and revises the plan. Support Classes The SPSA is presented to the MPC for the parents and Meeting Minutes student representatives to review. MPC issues final approval of the SPSA. Student ASB Council Meeting Minutes School leadership and staff correlate the Single Plan for Student Achievement, ESLRs, and academic standards. Professional Development Fliers and Workshop Schedules The SPSA reflects the ESLRs performance goals and other critical academic needs for all students. Tutorial Schedule including optional and targeted tutoring Analysis of student achievement data led to District-wide initiatives including the development of strategic support EL tutoring classes and Socio-emotional support structures. Master Schedule Implementation of an Academic Support Counselor was created in the current school year to identify 9th and 10th Naviance Records grade and EL students in need of additional support and/or ESLRs posted in Classrooms tutoring. Department Collaboration and Goals Academic Support Counselor
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Correlation between All Resources, ESLRs and Plan Prompt: What evidence supports the correlation between allocation of time/fiscal/personnel/ material resources, expected schoolwide learning results, and the improvement schoolwide action plan? The District and site have allocated funds to support new positions, support classes, and student tutoring to support professional development for faculty and additional intervention structures for students. The MPC approved two computer carts to allow for additional opportunities for teachers and students to utilize technology in the classroom and weekly collaboration time has been built into the schedule to allow time for Faculty, Department and Course-alike collaboration. Although Mills is not a Title I school, the Single Plan for Student Achievement outlines the allocation of fiscal, personnel, and other resources and their correlation to schoolwide improvement efforts. New initiatives and related resources are discussed at Academic Senate and MPC meetings to insure allocation of resources are well-planned and include the input of key shareholders. Professional development has addressed teacher needs to support students in meeting the academic core and academic standards. In addition, funds have been allocated and provided to cover specific items such as conference and workshop fees, as well as classroom materials and speakers. Test results and common benchmark results further guide purchasing of support materials aligned with school goals.
A3: Correlation between All Resources, ESLRs and Plan Findings Supporting Evidence
Professional Development addresses teacher needs in Ongoing Professional supporting students. Development (See Appendix K) AP funding to purchase texts. Text book purchase orders Purchase of portable lab and headsets due to increased use Technology Upgrades of the Computer labs by teachers/classes. Data Director Printouts GATE funds approval to purchase hardware for classes. CELDT Test Results School allocation of funds to cover conferences and Gates MacGinite Reading Test workshops. Results District and Site Common Assessment (Benchmarks) Records AP Exam Test Results
64 A3: Correlation between All Resources, ESLRs and Plan Findings Supporting Evidence
CST (STAR) Test Results CAHSEE Test Results API Results
A3. Leadership and Staff: Additional Findings Prompt: From examining additional relevant evidence, what has been learned regarding the extent to which this criterion is being addressed? From examining additional relevant evidence, we have learned that the creation and implementation of support classes was necessary to help our students meet the academic core. After recognizing a group of high needs students who needed additional help achieving the academic core, teams were created at the freshman and sophomore levels in both English Language Arts and Algebra. Each team of teachers meets regularly to align lessons and major assignments, as well as discuss additional support individual students may need. With the success of the support classes in the first year, additional similar classes have been implemented this year to reach additional students. Teachers, involved with these classes and groups of students, attend pull-out/collaboration days and/or professional development to give them the extra support needed to help the identified group.
A3: Leadership and Staff – Additional Findings Supporting Evidence
Reinstatement of district-supported Professional Creation of Staff Positions to Development Days Support Professional Development: Teachers teach teachers by sharing best practices and expertise. Assessment and Data Coordinator Site support classes have been created to assist students meet the academic core requirements. Professional Development Coordinator There is embedded collaboration/PLC time in the school schedule as well as common preparatory periods in the Instructional Technology master schedule for some course-alike teams (Algebra 1-2, Coordinator English 1-2, English 3-4, AVID, Special Education Co-Teachers, Increase in Contract Days and World Languages). devoted for Professional Development Addition of Support Classes
65 A4. Leadership and Staff Criterion
To what extent does a qualified staff facilitate achievement of the academic standards and the expected schoolwide learning results through a system of preparation, induction, and ongoing professional development?
CRITERION A4 INDICATORS AND PROMPTS
Employment Policies/Practices Prompt: Evaluate the clarity of the employment policies/ practices related to qualification/statutory requirements of staff. Mills High School has a highly-qualified and talented staff that is committed to seeing all students meet academic standards and schoolwide learning results. The Mills faculty is engaged in a system of preparation that includes District supported professional development days, New Teacher Orientation, the SMUHSD BTSA induction program for new teachers, Department collaboration time, and support for specific professional development opportunities. All new teachers participate in the District’s Beginning Teacher Support and Assessment (BTSA) program designed to support new teachers through the designation of a qualified mentor, materials for ongoing training, and additional time and resources necessary to support their development. The District has clear employment and hiring policies and practices to ensure new hires are well-qualified and meet site and District requirements. The SMUHSD hiring policies have promoted and encouraged highly-qualified applications for all open positions. This site complies with all CTC guidelines and NTLB standards. The current staff exceeds compliance in many aspects. Additional financial incentives are offered as part of the teacher contract. With the introduction of new positions including a Professional Development Coordinator, Assessment and Data Coordinator, and Instructional Technology Coordinator, teachers will have additional support for ongoing and individualized professional development.
A4: Employment Policies/Practices Findings Supporting Evidence
Staff has been assembled with an eye for excellence. Compliance with NCLB -- every teacher is highly qualified with Hiring policies are clear and followed according to national, SADAE/CLAD training state, and local standards. District/Teacher Contract The site complies with CTC qualifications. A significant percentage of The SMUHSD contract allows for two district-wide teachers have advanced Professional Development days and two teacher workdays. degrees.
66 A4: Employment Policies/Practices Findings Supporting Evidence
Site and District Coordinator positions including Professional Salary and Health Care Development, Assessment and Data, and Instructional Schedules encourage highly- Technology were created in 2011-2012 qualified applicants. BTSA Program Professional Development Agendas Live Scan Procedures
Qualifications of Staff Prompt: Evaluate the procedures to ensure that staff are qualified based on staff background, training and preparation. Mills High School follows District guidelines in all aspects of recruiting and hiring qualified teachers. Interviews are conducted by committees made up of administration, department heads and other teachers. Careful consideration is given to interview questions to ensure the best possible teaching candidates are identified All teachers are credentialed in their subject area, and many have additional degrees beyond their bachelors and credential. Regardless of teaching experience, all teachers are required to participate in a district-wide evaluation process their first three years of employment and every other year upon reaching tenure. Tenured teachers are required to participate in an expedited evaluation process every other evaluation cycle in addition to the full evaluation format. Evaluations are based on the California Standards for Teaching Profession and require teachers to create an evidence binder in addition to classroom observations.
A4: Qualifications of Staff Findings Supporting Evidence
All teachers are highly-qualified, teaching in the subject area District Credential Analyst in which they are credentialed. SMUHSD Evaluation Handbook All permanent teachers undergo a full evaluation every four years and an expedited evaluation every two years based on the California Standards for the Teaching Profession.
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Maximum Use of Staff Expertise Prompt: How effective is the process to assign staff members in order to maximize the use of their expertise in accomplishing quality student learning? The school seeks to attract and hire high quality staff. The application and interview process is rigorous and as a result, a highly-qualified staff has been assembled. Once a teacher is hired, there is an extensive and ongoing evaluation process. In addition, professional growth is encouraged by providing opportunities to attend workshops, conferences, and specific training as needed. The focus is on helping each staff member be as effective as they can be. The administration works with department chair persons and individual teachers to build the master schedule and to assign staff members to maximize their expertise. Professional development opportunities are available and encouraged for teachers working with specific student groups such as English Language Learners, SPED, and Advanced Placement. District curriculum councils further support teachers in their development to maximize their expertise while allowing for district-wide input and feedback.
A4: Maximum Use of Staff Expertise Findings Supporting Evidence
Administration considers the individual strengths of teachers List of teacher credentials. when selecting teaching assignments. List of undergraduate and All teachers are certificated in the subjects that they teach. graduate degrees The needs of students are considered above the desires of List of conferences attended. staff when making these assignments. Department Head job All teachers of specialized subjects (AP, AVID, etc.) are description encouraged to attend conferences and get training in their District curriculum councils area of specialization.
Defining and Understanding Practices/Relationships Prompt: Evaluate the administrator and faculty written policies, charts, and handbooks that define responsibilities, operational practices, decision-making processes, and relationships of leadership and staff. Determine the clarity and understanding of these by administration and faculty. Site administration promotes teacher leadership roles. Roles and responsibilities for leadership groups like MPC and Site Council are clearly defined. Behavioral norms have been established for all group meetings. Staff members adhere to professional duties and expectations. The Mills Teacher Handbook is reviewed and revised on a regular basis.
68 A4: Defining and Understanding Practices/Relationships Findings Supporting Evidence
New employees attend the District New Teacher Orientation Meeting agendas Meeting and a training led by a union representative where Mills Staff Handbook policies and rules are explained. E-mails, School Loop, Faculty The school’s administration conducts new teacher meetings Meeting agendas for the new teachers. Teacher evaluations, Evaluation Each teacher receives a copy of the Mills Staff Handbook at Handbook the beginning of each year. This handbook contains the written policies of the school and district. List of meeting norms, Examples of meeting agendas Additional information is also constantly communicated sent in advance of meetings through faculty e-mail, on School Loop and at meetings. Professional Development and Through the evaluation process, teachers are consistently Collaboration Binder (a binder reminded of their professional relationships and given out by the administration expectations. for teachers to keep Mills recently developed and adopted behavioral norms for information in) all group meetings. These norms were developed and accepted with input from all staff members.
Internal Communication and Planning Prompt: How effective are the existing structures for internal communication, planning, and resolving differences? Mills High School has above 95% of faculty on School Loop. This tool is used to communicate with parents, students, other teachers and faculty and staff members. There are several committees on campus, including the Academic Senate and MPC, who meet and are involved in the school planning process and make decisions, with the input of the faculty, staff, parents and students that affect the school community. The SMUHSD has a grievance policy for addressing and resolving contractual differences if they cannot be resolved at the site level. The introduction of new coordinator positions has resulted in increased opportunities for teacher leadership. Significant additional dialogue, communication, and planning are taking place between administration, teachers and staff.
A4: Internal Communication and Planning Findings Supporting Evidence
All staff regularly uses e-mail for individual and group Email/School Loop
69 A4: Internal Communication and Planning Findings Supporting Evidence communications. American Bull Fridays (informal There are a number of options regarding communication for social gathering) resolving differences depending upon one’s comfort level Phone Tree (Department Chair, Union Reps, Site Administration). Department Meetings Site Council Meetings Academic Senate Meetings
Staff Actions/Accountability to Support Learning Prompt: How effective are the processes and procedures for involving staff in shared responsibility, actions, and accountability to support student learning? Include comments on the kinds of collegial strategies used to implement innovations and encourage improvement, such as shadowing, coaching, observation, mentors, group presentations? Last year Mills’ staff implemented a collaborative process called “Walk-throughs” whereby department members observed students’ academic behavior. The walk-throughs were preceded by meetings where norms were agreed upon; the walk-throughs were followed by debriefings where observations were shared. Teachers benefited from the process because of a non-judgmental feedback norm. The walk-throughs vehicle is a flexible process that will morph depending on department-identified needs. The focus of the observations was student behavior (rather than teachers’). Actions Teams are another teacher-driven process designed to improve instruction. Teachers choose areas of interest and collaborated on presentations whereby best-practices are shared. This process allows for teachers to share learned strategies and implement them in their practice. On a regular basis, Mills faculty and staff share test and student grade reports to assess areas of student need and to plan school improvement efforts. Data and school improvement discussions are held during faculty and department meetings, as well as with leadership groups such as the Academic Senate and MPC. The staff regularly reviews data (CSTs, GPAs, CAHSEE scores) to identify groups of students in need of additional support. Classes have been implemented to address those needs and help students meet the academic core. In addition to classes, a peer and teacher tutoring program has been put in place to provide additional hours of support for high-needs students.
70 Department Chair persons are active in the review of student data and school improvement efforts and work closely with administration to support schoolwide goals and individual teacher mentoring.
A4: Staff Actions/Accountability to Support Learning Findings Supporting Evidence
Mills incorporated the Walk-through process to encourage Notes and protocol from spring teachers to observe student behavior in other teachers’ 2011 walk-through. classes. Some staff members participated in the process of List of teachers participating in walk-throughs and pre and post evaluation meetings. The walk-throughs in 2010-11 year. walk-through process is flexible enough to be adapted to the individual needs of the teachers and departments. Minutes from department meetings Collaboration time has often been used to train fellow staff members in ideas gained from professional development List of action teams. activities and workshops. We have collaboration time 1-2 times per month Action team presentation summaries. Student needs were identified and action teams were voluntarily formed by staff members who joined a team based on their interests. The action teams met periodically and presented their conclusions, lesson ideas, and sample student work to the whole staff at the end of the school year.
Evaluation of Existing Processes Prompt: To what extent does the school leadership regularly review the existing processes to determine the degree to which actions of the leadership and staff focus on successful student learning? School leadership regularly reviews existing processes that influence student learning. Data is compiled and shared on both a formal and informal basis. Target groups are created and followed to determine the effects of interventions and processes. Increased sharing of best instructional practices will be further supported though the new coordinator positions.
A4: Evaluation of Existing Processes Findings Supporting Evidence
Teachers are regularly informed of current statistics WASC Report regarding student achievement and progress. Review of student achievement Teachers and the administration share information about data individual students on both a formal and informal basis Evaluation of CSTs and GPAs regularly.
71 A4: Evaluation of Existing Processes Findings Supporting Evidence
Achievement of statistically significant sub groups regarding CSTs and GPAs Staff Evaluations
A4. Leadership and Staff: Additional Findings Prompt: From examining additional relevant evidence, what has been learned regarding the extent to which this criterion is being addressed? Communication about student achievement is widespread on campus. It is a common topic of discussion in faculty meetings, department meetings, union meetings and informal discussions. The administration is open to ideas for improving student achievement and such information is seen as a valuable asset for our school community.
A4: Leadership and Staff: Additional Findings Supporting Evidence
Discussions have taken place in faculty, union, and Program Funding department meetings regarding student achievement. BTSA Communication is open and valued by the administration. Master Schedule
72 A5. Leadership and Staff Criterion
To what extent are leadership and staff involved in ongoing research or data-based correlated professional development that focuses on identified student learning needs?
CRITERION A5 INDICATORS AND PROMPTS
Support of Professional Development Prompt: How effective is the support of professional development with time, personnel, material, and fiscal resources to facilitate all students achieving the academic standards and the expected schoolwide learning results? Mills has a culture that supports new and veteran teachers to continually refine and update their skills and knowledge. The recently created coordinator positions, including Professional Development, Assessment and Data, and Instructional Technology Coordinators, illustrate the District’s move toward a system in which professional development is driven by teacher leadership focused on immediate student learning needs. Two Professional Development Days have been included in the school calendar for the past two years after being removed due to previous budget cuts. Mills has weekly collaboration time on Wednesday from 8:00 to 9:10 AM. Collaboration time is divided between Faculty meetings, department meetings, and course-alike learning teams. Collaboration is focused on student learning and socio-emotional well-being of students and staff. The Professional Development Coordinator will maintain focus and continuity in our professional development design. In addition, Mills teachers have opportunities to seek out additional professional development through requests submitted to the MPC. District curriculum councils and District supported pull-out days provide additional professional development based on identified student learning results and research based practices, and with new initiatives such as Blended Learning, Guided Study, and Strategic Support classes. District and site administration participate in regular Leadership Meetings once a month to share information and shared knowledge regarding current research and best practices. Each year, District personnel organize a Leadership Retreat focused on District and school goals.
A5: Support of Professional Development Findings Supporting Evidence
The District has created new positions including a Aeries training provided to Professional Development Coordinator to coordinate PD some staff efforts at the school sites. The result is more effective and PD Coordinator prep time focused PD this year. Data Director training Some training is offered to some Certificated staff on schoolwide programs. There is a need to expand the sharing Goggle Docs training of best practices.
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Supervision and Evaluation Prompt: How effective is the school’s supervision and evaluation procedures in order to promote professional growth of staff? Mills High School follows the guidelines from the San Mateo Union High School District Evaluation Process. This process was developed in 2000-2001 and states that permanent teachers receive a full evaluation every four years and a modified expedited evaluation every two years. Expedited evaluations give experienced teachers the opportunity to select a focus for the review process to emphasize specific instructional goals. The administration is responsible for the evaluation, classroom observations and completing an evaluation report. The goal is to conduct a fair, more meaningful and effective way to assist teachers to improve, thus resulting in improved student learning. The evaluation process is to align the teaching standards with the state and district content and performance standards. It is the responsibility of the administrator to assist teachers towards earning a satisfactory evaluation. If needed, teachers are encouraged to attend professional development in areas of need.
A5: Supervision and Evaluation Findings Supporting Evidence
Yearly faculty meeting held with all teachers being evaluated SMUHSD Teacher evaluation to open communication and to review expectations. handbook Initial, Interim and Final Evaluation conferences are held with Evaluation overview Power all teachers on full evaluations. Point All observations are followed by an observation conference BTSA/Evaluation binders between administrator and teacher. Faculty agendas Expedited evaluations allow teacher choice regarding Faculty and Staff surveys evaluation goals. PAR evaluations School representative attends District PAR committee meetings intended to annually review the evaluation process Aeries training district-wide. Faculty and Staff attend schoolwide meetings. Meeting content is tied into Single Plan for Student Achievement. Agenda provided ahead of time and input solicited from Faculty. Faculty surveys provide opportunities for feedback regarding professional development and the evaluation process.
74 A5: Supervision and Evaluation Findings Supporting Evidence
Ongoing question of more meaningful participation for classified staff, Parents and Students and community representation. Sign in sheets are provided at the beginning of faculty meetings. The District supports the new teacher mentoring program (BTSA). New teachers get this support for three years. BTSA provides support materials, strategies, issue resolution and project support. Weekly meetings for each new teacher and the BTSA coordinator. PAR system of evaluation. If needed, teacher is assigned a peer teacher to work closely with to improve performance of the identified areas. There is an annual evaluation in place for classified staff.
Measurable Effect of Professional Development Prompt: Comment on the processes and their effectiveness in determining the measurable effect of professional development on student performance. Mills High School relies upon the judgment of its teachers, with the additional guidance of the Mills Planning Council. The newly created position of Professional Development Coordinator has a challenging task to quantify the effect of professional development upon student performance. Teachers receiving financial support for professional development opportunities are expected to share their learning with the faculty and staff. The Professional Development Coordinator elicits informal evaluations at the end of each faculty meeting involving professional development. A year-end survey will be given to the faculty and staff to assess the effectiveness of professional development on site. Faculty and staff surveys are occasionally used to comment on the effectiveness of professional development on student performance. Annual surveys and end of year goal setting meetings allow for further feedback.
A5: Measurable Effect of Professional Development Findings Supporting Evidence
MPC bases monetary approval on teacher sharing the MPC Minutes; Teacher post- information from conferences. After conferences, teachers conference presentations and share the best of what they learned as presentations at emails meetings and also by email. The effect of these professional
75 A5: Measurable Effect of Professional Development Findings Supporting Evidence
development activities upon student performance has not School Loop records. yet been quantified. As teachers have become more comfortable with School Loop they are using more of the features like tracking at-risk students, communicating with students and parents, and using the Notes feature to let absent students know what they missed. District-wide: Kate Kinsella made a presentation to all teachers about techniques to support language learners. Evaluations for World language included questions about using these techniques.
A5. Leadership and Staff: Additional Findings Prompt: From examining additional relevant evidence, what has been learned regarding the extent to which this criterion is being addressed? Knowing that teachers are a valuable source of information, the district adopted a walk- through protocol that allows teachers (either from the same or a visiting school) to observe other classrooms. Rather than observing the teacher, the participating “walkers” observe what students are doing as a result of instruction. The walk-through protocol leads to discussions about best practices in the classroom. Five faculty members and administration have participated in initial Professional Learning Community professional development including the Professional Development and Data and Assessment Coordinators. All professional development coordinators have been trained in a new format for peer observations called Reciprocal Peer Coaching. This will be a voluntary opportunity for teachers to observe their peers and participate in ongoing internal professional development.
A5: Leadership and Staff – Additional Findings Supporting Evidence
In the 2010-2011 school year, the district adopted the walk- SMP Walk-through Protocol through protocol and supported inter- and intra- school Dates of school and district walk-throughs to identify areas of strength and areas of walk-throughs growth. Reciprocal Peer Coaching model
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Prompt: Comment on the degree to which this criterion impacts the school’s addressing of one or more of the identified critical academic needs. The district has sponsored a professional development day featuring Kate Kinsella and methods for addressing English Learners in the classroom. Additionally, MHS teachers are encouraged to attend professional development and are given the opportunity to request funds for conferences. Teachers involved with Program Improvement support classes meet once a month to analyze data to help focus instruction.
A5: Leadership and Staff – Additional Findings Supporting Evidence
District funded professional development days. There are Professional Development two days built into the calendar for site-specific professional Agendas development. In the past, the district required all teachers MPC Minutes to participate in a Kate Kinsella workshop focusing on English Learner instruction. Pull-out days agendas Professional Development Day at Mills included the following workshops: Instructional Technology, Co-Teaching Strategies, EL/SDAIE Strategies, and Cornell Note-Taking. Each year Mills sets aside funds specifically for teachers’ professional development requests. MHS teachers submit a written request to attend conferences to the Mills Planning Committee for approval. Teachers are asked to share their learning with their departments and the entire staff. Students were placed in support classes for Algebra and 9th and 10th grade English based on test scores, reading scores and teacher recommendation. Grade level teachers meet regularly (once a month) to analyze student data and collaborate for lessons.
77 A6. Resources Criterion
To what extent are the human, material, physical, and financial resources sufficient and utilized effectively and appropriately in accordance with the legal intent of the program(s) to support students in accomplishing the academic standards and the expected schoolwide learning results?
CRITERION A6 INDICATORS AND PROMPTS
Allocation Decisions Prompt: Evaluate the relationship between the decisions about resource allocations, the school’s vision and purpose and student achievement of the expected schoolwide learning results and the academic standards. Additionally, comment on the extent to which leadership and staff are involved in the resource allocation decisions. Human, material, physical and financial resources are sufficient to support students in accomplishing the academic standards and expected schoolwide learning results. Categorical, District, and site-based resources are utilized to support school and District initiatives. The application and implementation of specific resources are discussed at Faculty meetings, Academic Senate, and MPC meetings and are included in the Single Plan for Student Achievement. Resources are utilized effectively with suggestions for allocations shared at department and Academic Senate meetings. Official or categorical expenditures and utilization of school resources are forwarded to site council for discussion and official approval in relation to the school’s vision and purpose in support of student achievement. The Principal and Site Accounting Technician ensure that the limited resources are used both effectively and appropriately. Resources are generally allocated to impact the maximum number of students. Yearly, time is allocated to reassess schoolwide goals and tie them back to student success in meeting academic standards and school ESLRs. Parents and the school community members contribute to the schools resources through the Mills Annual Fund. School priorities are identified at the beginning of each year with all expenditures approved through the MPC. Approved expenditures are shared with parents and community at the PTO potluck in May at the end of each year.
A6: Allocation Decisions Findings Supporting Evidence
Budget allocations and resources are shared and actively Site budget discussed at Academic Senate and MPC meetings. Single Plan for Student The MPC oversees categorical and site-based resources in Achievement accordance with the school’s SPSA. Mills Annual Fund Campaign Budget allocations for department and school needs have MPC agendas and notes remained stable over the past three years. Academic Senate Agendas and
78 A6: Allocation Decisions Findings Supporting Evidence
The SMUHSD Board of Trustees and District Administration notes have maintained a conservative budget allowing for District Budget and reserve consistency in school funding and available resources. Purchase orders Technology purchases have been supported by the Mills Annual Fund. Science supplies Staff members are expected to complete a pre-authorization PD Request Form form prior to purchase. Department expenditures and professional development requests require Department Head approval. Principal, in consultation with Site Accounting Technician, reviews department budgets and allocates funds according to needs. SAT will sometimes give recommendations for carry over. Prior to purchase, accounts checked to make sure of sufficient funding. Alternative funding sources suggested as needed. Our budgets have been able to meet most basic requirements. Since the ACLU Lawsuit, we cannot ask for lab fees or other donations. The District response was to increase budgets for departments with lab fees. Criteria for monetary support is number of students impacted. Tutorials are offered for many disciplines currently during lunch and after school. In response to the Mills Planning Council recommendation, a tutorial program to support student learning coordinated by the Dean has been implemented. It employs student tutors after school to support student learning. Mills makes use of site resources to provide substitutes for teacher participation in IEP meetings or payment for Bi- lingual translation at parent conferences. Compensation is in the form of substitute coverage or variable time sheets.
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Practices Prompt: Evaluate the school’s processes in relationship to district practices for developing an annual budget, conducting an annual audit, and at all times conducting quality business and accounting practices, including protections against mishandling of institutional funds. (Note: Some of this may be more district-based than school-based.) The Principal is responsible for managing the annual site budget with oversight from the District’s Business department. The Site Accounting Technician conducts a self-audit every month in coordination with the Business Department and conducts an annual review of school expenditures each June. Associated Student Body has an external auditor who confirms site account audit on a rotating basis.
A6: Practices Findings Supporting Evidence
Site Accounting Technician conducts self -audit every month Monthly department budget on all general funds and Associated Body accounts. Copies of reports. the budget information are given to department heads on a District budget review policies monthly basis. Purchasing guidelines are in place to ensure and procedures. that purchases and reimbursements are appropriate. Deposits given to the Site Accounting Technicians are verified and acknowledged with a receipt. External auditors conduct random audits of school Associated Student Body Accounts. Auditors conduct general fund account audits on a District level.
Facilities Prompt: Determine if the facilities are adequate to meet the school’s vision and purpose and are safe, functional, and well-maintained. The school’s facilities provide a clean and safe learning environment that promotes the school’s vision and purpose. Sixty-seven classrooms are newly furnished with at least 35 student desks, large whiteboards, a computer, printer, and internet access. Daily cleaning and an extensive summer cleaning ensure a clean environment for students to learn. District painters, electricians, carpenters, and groundskeepers are scheduled at the site 8 times a year to repair, install and upgrade the facilities. All school facilities have been modernized over the past ten years with the exception of the auditorium and school gyms which are both currently under construction. The school’s Facility Manager works closely with administration to insure the facilities are safe and well-maintained and support the school’s vision and purpose. 80 A6: Facilities Findings Supporting Evidence
All classrooms and instructional facilities have been Measure D, M, and O modernized over the past ten years with the support of the Construction projects communities support for bond Measures D, M, and O. Safety reports Each classroom is equipped with a telephone with access to Red emergency bags calls within and outside of the school. Career Center with computer Each classroom is equipped with red emergency bags. lab Emergency exit routes are posted in each classroom. Library with computer lab Student work is displayed in classrooms and hallways. New student cafeteria The school is clean, well-lit, and graffiti free. Up-to-date Science classrooms A new roof was installed last year along with a solar panel and equipment project which provides 80% of the school’s electrical needs.
In addition, the rooms in the 100 wing are equipped with Solar Tubes which allow natural light to enter the rooms. Four Special Education classrooms are equipped with a mini computer lab with internet access, Smart Boards, and COWS between two classrooms. All Special Education students have full access to all services, activities, and facilities on the site. The textbook room houses over 31,995 books and staffed by a part-time clerk. The Librarian and a clerk split the duties in the library. Students have access to research support, computers and the internet in the library. After school tutoring is also available in the library three days a week. The school is currently under construction to update the gym, theater and center court. Regular Safety drills help students and adults practice effective, district-wide safety procedures.
81 Instructional Materials and Equipment Prompt: Evaluate the effectiveness of the procedures for acquiring and maintaining adequate instructional materials and equipment, such as textbooks, other printed materials, audio-visual, support technology, manipulatives, and laboratory materials. Mills does an acceptable job in the allocation and maintenance of materials such as technology and texts. Teams and individuals are in charge of making sure the needs are known. Systems are in place to request approval or gain access. However, shortages of text books and some technology needs result in the need to photocopy, share or delay the usage of these materials. All classrooms have a computer, mounted LCD projector, and in most cases, a document camera. The Mills Annual Fund and the previously named Excellence Fund, directly support teacher requests for technology and other instructional materials. Approval of teacher requests is approved through the MPC. The Annual Fund has raised over $70,000 each of the past three years. These funds support the purchase of School Loop and Naviance software programs, lab materials and consumables for all science, VAPA and CTE classes, instructional technology, and specific teacher requests. Procedures for acquiring instructional equipment are outlined in the Faculty Handbook and are distributed on a yearly and reviewed on a regular basis with faculty and staff. Faculty can request financial support for workshops through the Professional Development Funds Request Form. These requests are reviewed by the Mills Planning Council.
A6: Instructional Materials and Equipment Findings Supporting Evidence
Many teachers plan ahead at the close of the year in order End of year departments to assure sufficient materials for beginning of the following budgets for types of purchases. school year. Since the budget does not carry over, any Purchasing procedure handout remaining funds are used to purchase typical materials for the start of the year. Faculty handbook Copy Room: Syllabi, course descriptions and other classroom Copy room materials are planned for and copied ahead of time by Copy Room Clerk. Book room maintains a current inventory of textbooks on-site Textbook Room: Utilizes Follett’s Destiny textbook and on-loan. management system which retains inventory/check-out records of textbooks and records of borrowed texts from Financial clerk records of used other sites. text purchases for shortages When there is a shortage of textbooks/materials, the Book- District five year tech plan room technician utilizes a predetermined communication Technology Assistance Program system for acquisition of said materials from other district records (TAP) schools. That said CORE classes have shortages for required texts. Teachers make photo copies to cover the missing material or
82 A6: Instructional Materials and Equipment Findings Supporting Evidence
check out a class set to be read entirely in class. This is an issue particularly in English where each section of English teaches the same novel at the same time. Technology needs are compiled by the site tech team who recommends to the MPC who approves and allocates funding and tech is distributed.
Well-Qualified Staff Prompt: Determine if the resources available enable the hiring and nurturing of a well-qualified staff, including ongoing professional development. Mills effectively hires, supports and evaluates certificated and classified staff. Available resources enable the hiring of qualified staff. Professional development is provided for Mills’ classified staff, however it is not universal. Classified would like to have more training on the new programs like Aeries. Recent budget cuts have reduced the hours of some classified jobs. Some have been reduced or combined to be covered by one individual. The remaining staff fills in as needed and where possible, but the impact is felt. Although the budget cuts may not be within the site control, the staff needs more support in order to take on the additional responsibilities. The District’s Human Resources Department has initiated a district-wide Wellness Policy with Zumba, Yoga, Cooking, and Healthy living and Nutrition classes at the various school sites open to all District employees. The District Employee Assistance Program offers a variety of personal and professional support.
A6: Well-Qualified Staff Findings Supporting Evidence
Recent professional development days have included specific Professional development opportunities for classified staff. agendas for classified staff. Currently some classified jobs are combined and staffed by a Fliers for professional single individual. development opportunities. Teachers have access to the copy room during prep time so Job descriptions (i.e. Textbook copies can be made by individual teachers but it would be combined with Copy Room. better if someone trained on the machines were financially Secretaries provide coverage.) supported full time. District Health and Wellness Programs
83 Long-Range Planning Prompt: Evaluate the district and school’s processes for regular examination of a long-range plan to ensure the continual availability and coordination of appropriate resources that support student achievement of the academic standards and the expected schoolwide learning results. Mills has a set of procedures in place which reflect District practices regarding allocation of funds for maximum student achievement. These procedures ensure that resources are allocated appropriately so that the maximum numbers of students are impacted. These practices are reviewed on a regular basis by various bodies both on campus and at the District level and are allotted to those areas which support student achievement, schoolwide goals, and school ESLRS. The SMUHSD Board of Trustees hold quarterly and annual budget reviews at Board Meetings open to the public. In addition, the District initiated a Budget Oversight Committee which has been in place the past four years.
A6: Long-Range Planning Findings Supporting Evidence
At the end of each school year, time is devoted to re-assess SPSA our schoolwide goals and refine them for the following Site and District budget academic year. We tie them back to the ESLRs, the Single planning Plan for Student Achievement, and the WASC Action Plan. MPC agendas and notes Short and long term plans are considered in coordination with ongoing availability of necessary resources. Department goals Time is taken at each department and faculty meeting to PD Request Form confirm the continuity of goals year to year. MPC Minutes Our Mills Planning Council meets regularly. A part of its function is to discuss requests for resources by various staff PTO Agendas members and departments and to make decisions requiring Annual Fund Letter appropriateness of said requests with regard to impact on student achievement and schoolwide goals. Board Agendas Mills’ Parent Teacher Organization has consistently supported our efforts through the approval and allocation of those funding requests which most completely align with schoolwide student achievement goals and ESLRS. Two years ago, administration initiated an effective fundraising campaign, the Mills Annual Fund, by sending letters to all stakeholders in the community. District provides regular budget updates at Principal’s meetings and Board Meetings.
84 WASC Category A. Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources: Strengths and Growth Needs
Category A: Standards-based-Student Learning: Curriculum: Areas of Strength
● We have well-established groups that include all of our stakeholders. These groups are part of the process that we use to revise and implement schoolwide goals and changes. ● Staff is dedicated to meeting the needs of all students. ● Staff feels it has a voice in schoolwide decision making. ● Teachers are highly-qualified and meet all CTC standards. ● Teachers are consistently on the forefront of new teaching strategies, such as walk- throughs and co-teaching. ● Administration encourages and fosters teacher leadership roles. ● The vision of the school mirrors the district office. ● The learning environment is both safe and challenging. ● Classified and support staff are dedicated to our students and support the teachers and administration.
Category A: Standards-based-Student Learning: Curriculum: Areas of Growth
● Find more consistent ways to communicate the vision and ESLRs with our parent and student communities. ● Teacher communication regarding aspects of ESLRs embedded into assignments ● Shortage of textbooks and core literature books. ● Incorporate on a more course-to-course basis the regular communication of schoolwide goals and ESLRs to students. ● More department time needed to collaborate on best practices to reach/meet ESLRs and SPSA. ● Create a long range financial plan linked to the school’s purpose and vision. ● Create a rubric that correlates funds dedicated to helping the bottom quartile improve performance (indicators may include the following: Gates-MacGinite, CAHSEE, STAR, GPA, Graduation Rate, target groups are the sub-groups identified for support classes). ● In the climate of budget cuts, support remaining classified staff with more staff development.
85 Category B: Standards-based Student Learning: Curriculum
1. Barbara Campbell – Social Science 2. Tricia Petersen – English 3. Pat Ajemian – Social Science 4. Kelly Alberta – English 5. Pam Harper - English 6. Carmel Turek – World Language 7. Yuk Yung – Science 8. Max von Euw – Science 9. Cheryl Faulkner - Mathematics 10. Lidia Battaglini – Mathematics 11. Polly Wiard – Physical Education 12. Madeline Crisafi – Special Education 13. Robert Aldeguer – Special Education Aide 14. Edna Carmona – Career Technical Education 15. Bobbie Delbon – Counseling 16. Brianna Carroll – Student Teacher, Social Science
86 B1. Curriculum Criterion
To what extent do all students participate in a rigorous, relevant, and coherent standards-based curriculum that supports the achievement of the academic standards and the expected schoolwide learning results? [Through standards-based learning (i.e., what is taught and how it is taught), the expected schoolwide learning results are accomplished.].
CRITERION B1 INDICATORS AND PROMPTS
Current Educational Research and Thinking Prompt: Provide examples that document the use of current educational research related to the curricular areas in order to maintain a viable, meaningful instructional program for students. Teachers are trained using current research to provide opportunities and support for students to think critically and to communicate their ideas effectively. Teachers attend conferences, trainings and seminars that provide knowledge of current educational trends and practices. Departments work together to share lesson plans and suggestions to enhance student engagement. B1: Current Educational Research and Thinking Findings Supporting Evidence AVID conferences regarding AVID strategies and content Conference attendance strategies have been attended by 18 Teachers. The (Appendix K) strategies were shared within the department and in course- AVID alike meetings. Discussions about implementing strategies take place during both department and faculty meetings. MPC Minutes MPC has approved the funding for individual teachers to Department collaboration logs attend state and/or national conferences in their subject area. According to MPC minutes and the teacher workshop survey, faculty members at Mills have attended the conferences listed in the Appendix. Teachers who attend conferences share their experience and resources with their department. All teachers in the district attended a Kate Kinsella workshop in the fall of 2009. Kinsella focused on Strategic Partnering, Think-Pair-Share strategies and using sentence starters to engage reluctant learners. Teachers are required to provide examples of lessons that incorporated Kinsella’s strategies during the evaluation process. English and Math teachers have been attending conferences regarding Program Improvement. As departments, they have been working to align their curricula and incorporate more supportive strategies. Teachers attended a Blended Learning workshop during the
87 B1: Current Educational Research and Thinking Findings Supporting Evidence summer of 2011 to prepare them for the new course. The teacher librarian attended the Santa Clara Office of Education Library Summer Camp and the district Google Docs training. The two experiences provided exposure to the most current trends and strategies for including information literacy in the curriculum. One goal is to use technology and the library webpage as a user friendly source of relevant information to support student learning. The district teacher librarians participate in monthly council meetings and professional development days to share best practices and develop meaningful library programs.
Academic Standards for Each Area Prompt: To what extent are there defined academic standards for each subject area, course, and/or program? Mills High School teachers align curricula with district, state and national standards, where standards apply, and all curriculum supports the expected schoolwide learning results. B1: Academic Standards for Each Area Findings Supporting Evidence Mills has adopted textbooks that are aligned with the Course Syllabi content specific standards. Textbooks Program Pacing guides are used in 9th and 10th grade English classes and all levels of Math classes. In addition to Standards-aligned lesson plans the pacing guides, benchmark tests are given in both Math Standards-based exams and English classes at all levels. Lessons aligned with ESLRs All courses at Mills are standards based. We have worked hard for several years to analyze the state standards and Collaboration Logs align our curriculum to the standards. Vertical and horizontal standards alignment is in place in all Social Science and Science courses. World Language courses are aligned to the standards and ESLRs. Physical Education courses are aligned to the standards and assess student progress through benchmarks. Visual and Performing Arts classes are aligned with CA State Standards and ESLRs. However, due to budget cuts, many of the feeder schools no longer provide music or visual arts classes at the elementary and middle school grade levels. Numerous Mills students begin a music or visual art experience for the first time ever at the ninth grade level.
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Congruence Prompt: To what extent is there congruence between the actual concepts and skills taught, the academic standards and the expected schoolwide learning results? Alignment and congruence between classroom lesson plans and the academic standards has been the primary focus of department collaboration meetings. Through the evaluation process, lesson plan objectives are discussed with the teacher to ensure alignment with the academic standards. Our CST testing results indicate our teachers implement lessons plans that address the concepts and skills necessary to be successful within each subject area. B1: Congruence Findings Supporting Evidence Departments have aligned content standards to curricula by District common assessment subject area. There are common assessments developed at the site as well as at the district level that assess students' Unit exams knowledge of standards and skills. The Math Department collaboratively created pacing guides List of learning objectives aligned to the standards and ESLRs. In addition to the pacing provided to students at the guides, Math teachers worked together to create an start of each unit “enlarge- it” project, geometry toolkit, proof construction Lesson Plans project and a graph portfolio. The English curriculum at Mills is laid out by the district to Curriculum Binders ensure that all grade level academic standards are being covered. Our teachers follow this curriculum. The English Student Work curriculum has obvious connections to the ESLRs, especially English and Math pacing those that deal with communication. calendars Standards-based, accessible English curriculum (EDGE) adopted by District and implemented this year at Mills for EDGE English Curriculum English learners and Special Education students. Science Department samples All primary standards and many of the secondary standards are taught and evaluated in each of the college prep science Cell projects classes: Biology, Chemistry, and Physics. Science teachers meet regularly to collaborate on the best ways to teach Breeding Lab lessons in order that students can master the science content standards. 9th grade Biology Teachers agreed to key CMA Benchmark Tests labs that meet the California Science Standard along with Mills ESLR of Effective Communicator. SAI Course Outlines The Science Department collaboratively created the “Lab Report Guidelines”. At least once a semester, students are asked to conduct and write their own lab report using the guidelines. Focus is placed on the student being able to communicate effectively in writing and expressing critical
89 B1: Congruence Findings Supporting Evidence and creative thinking. Special Education teachers meet with course-alike general education teachers to ensure that modified curriculum is mirroring that of the mainstream classes. Special Education teachers attend intra-district meetings to monitor alignment across campuses with state standards and district goals for student achievement. Modified benchmark tests are used to compare progress and monitor student achievement. The Special Education department utilized the pacing calendars from mainstream English and Mathematics classes to ensure that courses are aligned to standards and the general education setting. Students are challenged to show what they have learned and what they understand through debates, Socratic seminars, class projects, research projects, and current events. California recently adopted new library standards which dovetail with core curriculum standards, particularly the English standards. There is congruence between the core curriculum standards, library standards and the ESLRs, which the librarian uses to guide the planning of her lessons, collection development.
Student Work — Engagement in Learning Prompt: How does the examination of representative samples of student work and snapshots of student engagement in learning demonstrate the implementation of a standards-based curriculum and the schoolwide student goals (ESLRs)? Student work displayed around the school shows creative and thought provoking assignments that connect to the specific content area. Reviewing the assignments for the student samples, a direct connection to the standards is evident and usually paraphrased in the assignment. The connection to the ESLRs is informal. B1: Student Work – Engagement in Learning Findings Supporting Evidence Walk-throughs have provided a snapshot of student Bulletin Boards engagement. We are in the early phase of developing this model but recognize the potential benefit from this type of Class observations observation. For example, World Languages used the Walk- through to revise their goals for the following year. Projects using the mobile Class observations reveal students working in pairs or small netbook lab groups on decoding information, students leading
90 B1: Student Work – Engagement in Learning Findings Supporting Evidence discussions and asking questions, students working with each other to problem solve and individual students working with the teacher. Teachers review student work which results in revisions to assignments to enhance student outcomes, achievement of academic standards and ESLRs. Teachers also provide instruction based on the diversity of the student population, their backgrounds and their prior experiences. For example, US History teachers connect Asian American history with unit and content standards. Upon a closer examination, the lessons are a direct connection to the standards and ESLRs. The Math Department regularly assigns group assessments prior to individual assessments. To allow students to actively engage with the materials and each other as they review the content based standards and self-assess their mastery. Two computer-carts-on-wheels (COWs) were purchased to primarily support projects in World Languages. Students use the netbooks to email students in the language they are learning. Additional mobile netbook labs are used in Blended Learning and Guided Study. In the hallway, students can be heard discussing projects and assignments. Some conversations express the work load of the assignment, but most revolve around the excitement of creating the finished product, and/or learning about a personal topic. Teachers are making a conscientious effort to make cultural connections to projects and assignments.
Accessibility of All Students to Curriculum Prompt: What have you learned about the accessibility of a rigorous, relevant and coherent curriculum to all students? What did you learn from examining the demographics and situation of students throughout the class offerings? How do the instructional practices and other activities facilitate access and success for special needs students? Mills High School students have access to a rigorous, relevant, and coherent curriculum. Open enrollment for honors and AP courses offers the opportunity to any student willing to work hard. Teachers and counselors work together to diversify the honors classes. Student programs are revised on a regular basis to ensure access to a rigorous, relevant, and 91 coherent curriculum. Mills counselors meet twice a year with students to revise student programs. Students are assessed and placed in Guided Study, Blended Learning, and support classes if needed. B1: Accessibility of All Students to Curriculum Findings Supporting Evidence Support classes have been implemented and modified to Lesson plans address the needs of our student population. Since the last WASC visit, a Study Skills class was created to support Student work students and develop stronger skill sets to enable success in Co-Teaching their classes. This course has been replaced with Strategic Support Guided Study classes. The administration, district, AVID and staff felt that these new courses would better address Tutoring programs the specific needs of our students. Homework Chart Program Improvement has led to the creation of Strategic Modified lessons English Support (SES) and Strategic Algebra Support (SAS). These classes are closely aligned with the mainstream class Honors and AP Outreach and are targeted for student working below grade level. Differentiated Instruction The Special Education Department is working closely with Workshops general education teachers to support mainstreamed special Kate Kinsella Workshop education students through the Co-teaching model. The 2011-2012 school year is the first time this model has been Attendance to IEP Meetings implemented. Overall, the Special Education teachers work Mandatory Tutoring closely with the general education teachers to ensure that EL Tutoring IEP goals and accommodations are met. Teachers work together to scaffold and modify assignments to support Biology Peer Tutoring Special Education students in mainstream classes. Counselors assist and monitor students who have a 504 plan.
The PE Department team teaches lessons to allow for differentiated instruction to meet the varying needs of students. The Social Science Department is vertically aligned to teach the UC Davis Writing Model. Freshmen learn how to write a 3-part paragraph and the skills build through the junior and senior year when students write a research paper and two essays. The department is working to develop a history focused academic vocabulary list by year. The goal is to have students become familiar and comfortable with common academic language in the field of the social sciences. SDAIE and AVID strategies are incorporated into lesson plans to help students develop skills to achieve the academic standards and ESLRs. Tutoring programs have been developed and adapted over the past few years. Currently some teachers offer help
92 B1: Accessibility of All Students to Curriculum Findings Supporting Evidence before and/or after school. The Dean has organized an after school tutoring program, three days a week, which is available to all students. Teachers help supervise the tutoring and student teachers are hired to work with their peers. The Counselors created a homework chart that is given to students who are having a hard time completing their homework on time. It is meant to be a tool to help them organize their work load. Library print and electronic resources are available to all students before school, after school, brunch, lunch and all seven periods of the day. Access to the electronic resources (academic databases) is available at school and remotely 24/7 from the library webpage.
Integration Among Disciplines Prompt: To what extent is there integration among disciplines? Integration among disciplines takes place on an informal basis. Individual teachers collaborate but departments have not adopted a formal practice. B1: Integration Among Disciplines Findings Supporting Evidence There has been collaboration between an ELD teacher and a Lesson Plans Biology teacher to support EL students in Biology. The ELD teacher attended Biology workshops to be able to pre-teach Research Paper difficult concepts and the necessary academic language to be successful in Biology. These concepts are re-enforced by the UC Davis Writing Model Biology teacher. US/English assignments There has been the purchase of visual props (arm and leg
prosthetics) to be used for the instructional purpose of Assignments muscle identification. Physical Education and Biology
teachers will collaborate on the use of these visual props in Library resources the classroom.
A Health teacher and a Social Science teacher have worked together on the implementation of the UC Davis Writing Model for paragraph writing and note-taking. 11th grade English teachers and US History teachers have worked together to share lessons plans and information as well as to adapt essays, projects and assignments. In general, collaboration was between individual teachers.
93 B1: Integration Among Disciplines Findings Supporting Evidence Over the past two and a half years two Mathematics teachers and an English teacher have worked together to incorporate non-fiction and fishbowls into the Calculus unit. Action Teams were created in 2008-2009. These groups included teachers from different disciplines, and each group focused on a different goal for the school. The groups were: Critical Thinking, Non-fiction Across the Curriculum, Aesthetics of Learning, Supporting Student Athletes, Garden- based Curriculum, and Integrity & School Identity. Each group gave a presentation during a faculty meeting to share information and resources. The outcomes of the groups were: Align 9th and 10th grade CP Math and English courses, Non-fiction Across the Curriculum resources posted on School Loop, hard copies of Critical Thinking strategies, Expansion of AVID program – student placement, tutoring training, expansion of team, and After-school tutoring program. The Science and Special Education departments have collaborated to offer lab-based science courses to Special Education students. With the implementation of Co- Teaching practices at Mills, all diploma-track Special Education students are now mainstreamed into CP science courses. Special education teachers work with the general education teachers of all students on their case loads to implement IEP accommodations, to gain clarification on assignments when warranted and when implementing Pass/Fail grades. Individual teachers meet and/or email to communicate about student progress. All 9th graders take Biology in a heterogeneous setting, there is no Honors class. Biology teachers plan to work with the 9th grade English teachers regarding students improving communicating through writing, specifically writing conclusion paragraphs. The teacher librarian meets with all departments at least once a year to share new resources in the library as well as solicit ideas and requests for ways to support each department’s curriculum. The librarian collaborates and co- teaches with a number of teachers, mostly from the English and Social Science departments. During assignments the classroom teacher functions as the subject specialist, and the teacher librarian provides the information literacy 94 B1: Integration Among Disciplines Findings Supporting Evidence component - resources, research process, web evaluation, plagiarism.
Curricular Development, Evaluation, and Revisions Prompt: Comment on the curriculum review, evaluation, and review processes for your program area, including graduation requirements, credits, grading policies, and homework policy. Comment on the impact of these processes on providing a challenging, coherent, and relevant curriculum for all students. The administration and site leadership including Academic Senate and MPC engage in regular review and evaluation of student performance and school programs to ensure a challenging, coherent, and relevant curriculum for all students. This is an ongoing, formal and informal process that includes teachers, department chairs, parents, students, and site and district administration. B1: Curricular Development, Evaluation, and Revisions Findings Supporting Evidence Department curriculum councils meet monthly to discuss Curriculum Council minutes content and standards. Departments discuss pacing guides and unit guides. At the end of each school year departments Collaboration notes meet to discuss what went well and what could be improved Guided Study for the upcoming year. The faculty also discusses schoolwide goals at the end of each school year. Syllabi Grading and homework policies are set by individual teachers. Administration recommends and supports homework makeup opportunities for students to ensure that they are challenged academically but also have a safety net available for help. Discussions are underway to try to streamline grading and homework policies and practices. This connects with the Challenge Success Team’s goals. The Social Science Department changed the scheduling for 9th graders. Previously 9th graders would take Contemporary World Studies (CWS) and Health. 9th grade CWS teachers noted that students were struggling since they did not have a foundation for the 20th century discussions. This school year freshmen are enrolled in Modern World 1 and Health. As sophomores students will take Modern World 2 and CWS so that the content will be sequential. The Math Department tried off sequence restart which did not work. In response, bridge courses were implemented between Algebra 1-2 to Geometry and Geometry to Algebra
95 B1: Curricular Development, Evaluation, and Revisions Findings Supporting Evidence 3-4. Also, “Redress your F” students are allowed to make up their first semester “F” by retaking the semester final if they receive a passing mark second semester. Blended Learning was introduced to provide a new opportunity for credit recovery. This was the result of district and site evaluation and review processes. Guided Study and Strategic Support classes were also developed in response district and site review processes.
Policies-Rigorous, Relevant, Coherent Curriculum Prompt: What have you learned about the accessibility of a challenging, relevant and coherent curriculum to all students? What have you learned from examining the demographics and distribution of students throughout the class offerings, e.g., master class schedule and class enrollments? Mills High School has an open enrollment policy which ensures students have access to all classes including Advanced Standing, Honors, and Advanced Placement. Beginning this school year, diploma-track Special Education students have been mainstreamed into College Preparatory courses with the exception of students whose IEP requires a different placement. Despite the open enrollment policy, Latino and White students are underrepresented in advanced study classes. We also learned that English Learners and Special Education students are not enrolling in upper level Mathematics and Science courses. B1: Policies-Rigorous, Relevant, Coherent Curriculum Findings Supporting Evidence The administration releases the grades for each subject and List of grades given by each teacher in each department so that the teachers can department decipher if there is equity between the grades given by different teachers in the same subject. Student placement Counselors meet with students to review their transcripts Co-Teaching schedule and discuss proper placement in classes – support, AVID, AVID Honors and/or AP. Despite efforts to increase diversity in Honors and AP classes Teacher referrals for counseling through teacher recommendations, AVID, counselor and and parent outreach administrator outreach, there has only been a slight increase.
CST data is reviewed by the faculty to identify underperforming subgroups and strategize ways to support
96 B1: Policies-Rigorous, Relevant, Coherent Curriculum Findings Supporting Evidence those students and encourage them to take an honors and/or AP course. Latinos and white males have been identified through these discussions and the goal is to address this discrepancy through AVID, clubs and Challenge Success. Special Education students are in fewer Special Education Content Area classes. Instead they are receiving their education in the Least Restrictive Environment (LRE), rigorous general education classes. Special Education students are enrolled in rigorous and relevant elective courses such as Law and Society, Psychology, and International Relations. In addition, co-taught courses are offered for the first time in Modern World History, Health, and U.S. History with the content area teacher and a special education teacher sharing responsibilities for all students. Social Science recently changed the scheduling for 9th graders. Previously 9th graders would take Contemporary World Studies (CWS) and Health. 9th grade CWS teachers noted that students were struggling since they did not have a foundation for the 20th century discussions. This school year, freshmen are enrolled in Modern World 1 and Health. Sophomore students will now take Modern World 2 and CWS so that the content will be sequential.
Articulation and Follow-up Studies Prompt: Share examples of articulation with feeder schools and local colleges and universities, including comments on the regularity of their occurrence. What has been revealed through the follow-up studies of graduates and others regarding the effectiveness of the curricular program? Mills High School articulates with feeder schools to provide a rigorous curriculum and successful transition to high school. Mills department chairs have meet with representatives from our primary feeder school to review curriculum alignment and current practices. B1: Articulation and Follow-up Studies Findings Supporting Evidence Articulation with feeder schools is coordinated by the Articulation notes district. There is an annual meeting during which there is an 8th Grade Parent Night opportunity for administrators and counselors to discuss the scheduling process and calendar with the feeder school. Counseling curriculum Incoming 9th grade parents and students are invited to two Articulation notes information meetings during the spring semester. Academic
97 B1: Articulation and Follow-up Studies Findings Supporting Evidence courses, student activities and athletics, and the required Conferences – UC/CSU paperwork are reviewed. There is a Q&A session, as well. Open House Incoming 9th grade parents and students have an individual meeting with a Mills counselor to discuss and confirm their IEPs from middle school course selection for the following year. articulation meetings AVID counselor and teacher meet with interested incoming EAP Results 9th grade students and conduct an interview with potential AVID candidates. Mills counselor and administrator meet with feeder school counselor and administrator to proactively identify at-risk students and begin contact with those families. CTE and ROP courses are aligned to local community college courses. Students who are enrolled in Mills CTE and ROP courses are able to continue the pathway toward a certificate program at the local community colleges. The Mills Counseling Department works closely with the local community colleges to inform student regarding the articulation process. Informational presentations are offered to both students and parents several times throughout the year. Mills counselors annually attend the California State University (CSU) and University of California (UC) conferences for updates on the application process, policy changes and acceptance and enrollment trends. Last year, the SMUHSD began discussions with the College of San Mateo to increase collaboration and understanding about successful transitions to the community college system. In the past year, Mills received and reviewed the National Student Clearinghouse: Student Tracker for High School Aggregated Report. EAP results are review by English and Mathematics teachers on an annual basis.
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B1. Curriculum: Additional Findings Prompt: From examining additional relevant evidence, what has been learned regarding the extent to which this criterion is being addressed? B1: Curriculum: Additional Findings Supporting Evidence Departments at Mills are meeting the Curriculum Criterion as Department samples described in section B1; however there could be an improvement with cross-curricular collaboration and articulation with the feeder schools. (This connects to our current Action Plan – Goal 4). We need to address the lack of explicit connection between the curriculum and the ESLRs.
Prompt: Comment on the degree to which this criterion impacts the school’s addressing of one or more of the identified critical academic needs. B1: Curriculum: Additional Findings Supporting Evidence The identified critical academic needs identified during the Course assignments – English & last WASC evaluation were writing and critical thinking. The Social Science staff has spent much time and effort trying to implement these goals into our teaching. Individual teacher assignments Departments have worked to integrate more writing into their curriculum; however the writing styles and expectations are not consistent across disciplines. Critical thinking strategies have been implemented into lesson plans, but the strategies vary among the teachers. This has proven to be a difficult goal to assess and implement. (This connects to our current Action Plan – Goals 2 and 4).
99 B2. Curriculum Criterion
Do all students have equal access to the school’s entire program and assistance with a personal learning plan to prepare them for the pursuit of their academic, personal and school-to-career goals?
CRITERION B2 INDICATORS AND PROMPTS
Variety of Programs — Full Range of Choices Prompt: What have you learned regarding the extent to which all students have opportunities to make appropriate choices and pursue a full range of realistic career and educational options? How does the school provide for career exploration, preparation for postsecondary education and pre- technical training for all students? Mills High School provides students opportunities for a full-range of academic and elective courses. We also offer a variety of Career Technical Education courses, taught by either Mills teachers or the county Regional Occupational Program (ROP), to prepare students for their chosen career paths. All students are expected to complete the Academic Core by the end of 10th grade. The Academic Core provides a pathway to CSU/UC eligibility. In addition, with the implementation of the 7th period day in 2006, students have increased opportunities to take elective and Career Technical Education classes. Courses offered include: Art of Video, Bio-tech, Child Development, Culinary Arts, Digital Photograph, Woodshop, Principles of Early Education, Architectural Design, Web Design, Nutrition and Gourmet Foods, and Engineering Technology. Mills students are guided in making appropriate academic choices and pursuing career and educational opportunities through regular meetings with their counselor and the development of a individual 4-year learning plan. B2: Variety of Programs—Full Range of Choices Findings Supporting Evidence ROP courses offered include: Art of Video, Bio-tech, Child Master Schedule Development, Culinary Arts, Digital Photograph, Woodshop, Principles of Early Education, Architectural Design, Web Open Enrollment in Honors, AP, Design, Nutrition and Gourmet Foods, and Engineering and Advanced Standing Technology. These courses give students real world skills courses. and challenges and give them the satisfaction of creating AVID Program useable, tangible products. All students are encouraged to participate in these courses. Career Day Agenda Electives provide students with opportunities to explore Naviance potential career interests. These electives include: Law and Individual Learning Plans Society, Psychology, Drama/Theater, Journalism and International Relations. Special Education Transition Mills High School students have access to advanced classes Program through open enrollment. Currently, Mills offer thirteen AP College Visits courses, two Honors classes, and three Advanced Standing (AS) courses.
100 B2: Variety of Programs—Full Range of Choices Findings Supporting Evidence Mills offers and supports the AVID program which is designed as a college readiness program as it provides opportunities for students to complete college applications, and college level note taking strategies. Teachers and counselors actively recruit students for the program. Students in AVID visit potential college campuses in order to make informed decisions regarding their post high school options. The College and Career Center schedules regular visits and presentations from community and technical school, colleges and universities, and military representatives. In addition to course offerings, the Career Center organizes Career Day each year. The goal of Career Day is to enlighten students about possible careers and the necessary requirements needed to earn a job in said career. Special Education students are mainstreamed into classes with the support of individual classroom teachers, Special Education teachers and an aide. Special Education students participate in a Transition Program focusing on independent living skills and career opportunities.
Student-Parent-Staff Collaboration Prompt: To what extent do parents, students and staff collaborate in the development and monitoring of a student's personal learning plan, based upon a student's learning style and career and educational goals? Mills High School counselors and students individually develop a four-year academic plan starting in the freshman year and revisit that plan in each spring semester. Counselors revise student plans according to student progress, and sometimes recommend students to Middle College as an alternative to graduation at Mills High School. B2: Student-Parent-Staff Collaboration Findings Supporting Evidence Mills has adopted the use of the online counseling program Student Schedules called Naviance to monitor student interests, college selections, college applications, and recommendation letters. Counselor/student meetings Every student is required to fill out the Naviance survey. Four-year plans developed with Teachers access Naviance and use the students’ personal counselors information to help in writing recommendation letters for college acceptance and internships. School Loop
101 B2: Student-Parent-Staff Collaboration Findings Supporting Evidence Mills High School uses an online communications program Naviance called School Loop as a way for parents, students, and faculty to communicate. Teachers can use School Loop to College Information Night confidentially discuss a student’s academic progress or Latino Parent Group behavior. Mills High School provides liaisons between the school and our Chinese and Spanish speaking communities in order to facilitate communication to support student learning and student success.
Monitoring/Changing Student Plans Prompt: What processes are utilized for monitoring and making appropriate changes in students' personal learning plans (e.g., classes and programs)? How effective are these? The Mills Counseling Department has implemented the American School Counselor Association (ASCA) model to ensure the effective development and monitoring of students’ individual learning plans. Student progress reports and semester grades are reviewed each grading period and students are contacted for additional follow-up, as needed. In additional to individual services, the Counseling Department has developed and implemented a comprehensive curriculum to address the academic, personal/social, and career needs of the students by grade level. All students have access to Naviance – an online college and career guidance software that includes personality and interests inventories and college application support. B2: Monitoring/Changing Student Plans Findings Supporting Evidence Counselors frequently monitor lower performing or credit Support classes deficient students to modify their learning plans. For lower performing students, and students who are credit deficient, IEP and 504 Plans Mills has instituted mandated after school tutoring and Student services for disabilities implemented an online Blending Learning program, orientation days at community respectively. colleges School Loop lists High Priority students for teachers. The goal is to help teachers monitor their students that are struggling. Counselors also provide a “D/F” List to teachers to encourage teachers to contact students and their parents. Counselors meet with students on this list and require contracts for participation in mandated tutoring. Struggling students have opportunities to take support classes. Support classes include: Integrated Mathematics, Applied Chemistry, Strategic English Support (SES), Strategic Algebra Support (SAS), Transitional English, Guided Study,
102 B2: Monitoring/Changing Student Plans Findings Supporting Evidence Blended Learning. The Special Education Department monitors IEP accommodations and course modifications to ensure access to the entire Mills curriculum for Special Education students. The Counselors work with the teachers to monitor the 504 Plans. Mills also uses computer programs to provide teachers with access to student information in order to facilitate collaboration and communication between teachers and staff which is used to guide student learning and student progress. Teachers also use the programs to modify instruction to meet the needs of all students.
Post High School Transitions Prompt: How effective are strategies and programs to facilitate transitions to post high school options? Mills High School uses effective strategies, such as Career Day, College Nights, Naviance software program, college and military recruiters, and field trips, to facilitate transitions to post high school options. School counselors are active in assisting students in identifying post- secondary options. B2: Post High School Transitions Findings Supporting Evidence There are many recruitment opportunities for both College Presentations universities and the military. A number of college representatives visit our school and give presentations. County College Fair Teachers and staff communicate post high school options on Military Recruiters Career Day and days such as College Sweatshirt Day. Career Day Presentations Naviance (NFC) provides Mills students with a powerful service that facilitates their college and career planning, Naviance college selection and application processing, and a Senior English personal convenient online connection to their guidance counselors, statements career center resources, and teachers at Mills High School. The application process to nearly all independent colleges and universities is managed by the Counseling Department through NFC. Articulation statistics and trends are monitored through the NFC software. We have found that 99% of the class of 2010-11 attended a two or four year college. The remaining 1% left the country or joined the military. Aeries database software is also used to track UC/CSU eligibility which was 69% for the class of 2010-11
103 B2: Post High School Transitions Findings Supporting Evidence which was an increase of 1% over the class of 2009-10. Senior English classes assist students in the development of personal statements. Special Education students who qualify are served by both a transition specialist and vocational specialist. Referrals are made to the department of rehabilitation as warranted. Special Education teachers also serve as liaisons between the high school and the Student Services for Disabilities Department at the local community colleges. Vocational Specialists conduct classes once a week. Special Education teachers work with students to attend the community college Students with Disabilities Department Initiation Orientations.
B2. Curriculum: Additional Findings Prompt: From examining additional relevant evidence, what has been learned regarding the extent to which this criterion is being addressed? B2: Curriculum: Additional Findings Supporting Evidence Mills High School provides a wide variety of academic and Master Schedule career technical educational learning opportunities for our Smaller class sizes for support students. Teachers and staff regularly interact with the classes community to bring resources to the students. Some programs have been recently implemented and need continued support. Class size restrictions and minimum age requirements limit the number of students who can enroll in ROP courses.
Prompt: Comment on the degree to which this criterion impacts the school’s addressing of one or more of the identified critical academic needs. B2: Curriculum: Additional Findings Supporting Evidence Mills High School strives to implement learning strategies Challenge Success Program that address students’ literacy and communication skills. Survey responses While improvements have been made, this critical academic need is one that continues to need support. Counselor Interns School Safety Advocate Teachers strive to incorporate critical thinking activities into many of their lesson plans. Additionally, teachers continue AP/AS/Honors Course Offerings to encourage students to challenge themselves in rigorous Teacher nominations advanced standing and AP classes. (AP/AS/Honors)
104 B3. Curriculum Criterion
To what extent are students able to meet all the requirements of graduation upon completion of the high school program?
CRITERION B3 INDICATORS AND PROMPTS
Real World Applications — Curriculum Prompt: To what extent do all students have access to real world applications of their educational interests in relationship to a rigorous, standards-based curriculum?
Students have access to opportunities that will prepare them for college and post-secondary employment. The data from surveys show a growing number of students enter college or career technical jobs upon graduation. Mills courses focus on skills applicable to college and career readiness including reading, writing, problem solving, and critical thinking. Coursework often includes connections to current events and require students to work effectively in a collaborative setting. B3: Real World Applications — Curriculum Findings Supporting Evidence Students are provided the opportunity to take a variety of AP listing honors and AP courses that are open to all students. Teachers and counselors work together to diversify the CTE/ROP Offerings honors classes. Mills High School provides courses that are relevant to Biotechnology Class List students and their academic and future occupational AP Biology Class List interests. Teachers also provide instruction based on the diversity of the student population, their backgrounds and Electives and Clubs their prior experiences.
Students who have completed the introductory level Biotechnology course have the opportunity to continue to upper level courses at San Mateo High School or the College of San Mateo. Students participate in job shadowing, laboratory internships and research projects. The AP Biology curriculum includes a service learning component through which students are expected to contribute to their communities in activities related to the curriculum. Most students become Peer Biology Tutors while others participate in activities outside the school such as beach clean-up campaigns. Culinary Arts, Mock Trial, Model United Nations, the on campus Pre-school program, Robotics Club, FHA-HERO, and athletics help students apply their knowledge and experience to real world situations.
105 Meeting Graduation Requirements Prompt: How effective are academic support programs to ensure students are meeting all requirements, including the CAHSEE? Ninety-eight percent of Mills High School students meet the graduation requirements. Students and parents understand what is expected of students to graduate and Mills offers a variety of opportunities for students to meet those requirements. Students work closely with teachers and counselors to monitor progress and modify plans to ensure success for all students. Mills offers Strategic Support classes aligned to the mainstream curriculum. Currently in its second year, student achievement data and teacher feedback indicate initial evidence of success. In addition, Mills also offers Guided Study to support underperforming students in mainstream classes. Guided Study is intended to provide socio-emotional and academic support. B3: Meeting Graduation Requirements Findings Supporting Evidence Mills High School provides a variety of academic support Master schedule classes and tutoring. Students are recommended for these classes based on student academic performance, test results, Support courses and teacher recommendations. These support mechanisms focus on helping students pass classes before they fail. Mandatory Tutoring Students are enrolled in the academic core in the 9th and 10th grade levels to support the UC/CSU requirements. Tutoring 3 days a week after Senior Survey results indicate that more than 98% of school students enter a post-secondary educational institution. ESL Tutoring Tuesdays The 2011 graduation rate was 96%, with 67% of graduates meeting UC/CSU requirements. 100% of the regular Counseling Interns education students of class of 2011 passed the CAHSEE by their senior year. Increasing the number of students Progress Reports meeting the UC/CSU eligibility requirements has been a Teacher/student meeting logs major focus for our school and district during the past several years. Student Accounts/Log-ins Mills staff communicates regularly, via email, phone or written communication, with students, parents, and coaches Senior Awards Night regarding student progress. A three-week progress report is sent to all the families of 9th grade students who are receiving a D or an F. In addition, families of seniors who are in danger of not graduating receive multiple communications of student academic deficiencies. In Math, students have access to a CAHSEE review packet. CAHSEE 380 (Revolution K12), an online CAHSEE intervention curriculum, is used to provide additional support students who do not pass the CAHSEE during their sophomore year. It 106 B3: Meeting Graduation Requirements Findings Supporting Evidence is also used as a proactive measure with 9th and 10th grade Special Education students.
B3. Curriculum: Additional Findings Prompt: From examining additional relevant evidence, what has been learned regarding the extent to which this criterion is being addressed? B3: Curriculum: Additional Findings Supporting Evidence The Mills counselors evaluate student grades and work with Teacher/student and counselor the Academic Support Counselor to identify meeting logs underperforming students. Her role is to help the students develop a plan for academic success through tutoring, Counseling notifications schedule revision, and interventions with teachers. School Loop list of high priority When necessary, counselors, teachers, parents and students students may modify or revise a student’s learning plan to ensure the meeting of all graduation requirements. Mills teachers and staff may collaborate regarding student academic progress, though we are looking for ways to make the identification and help for needy students more effective.
Prompt: Comment on the degree to which this criterion impacts the school’s addressing of one or more of the identified critical academic needs. B3: Curriculum: Additional Findings Supporting Evidence Mills High School has numerous courses and opportunities for career exploration, which have real-world application. Many of these opportunities encourage leadership, problem- solving and communication through writing.
107 WASC Category B. Standards-based Student Learning: Curriculum: Strengths and Growth Needs
Category B: Standards-based-Student Learning: Curriculum: Areas of Strength
• Accessibility to rigorous and relevant curriculum
• Standards-based curriculum
• Support classes and co-teaching classes to support access to rigorous curriculum
• Wide variety of courses and open enrollment for honors and AP classes
• School and parent communication
• Counseling support
• Mandatory and After-School Tutoring
• Flexible schedule to accommodate the needs of individual students
• High graduation rate and college-ready students
Category B: Standards-based-Student Learning: Curriculum: Areas of Growth
• Differentiated instruction
• Articulation with feeder schools
• Follow-up on graduates
• Integration and collaboration within disciplines and cross-curricular
• Schoolwide grading and homework policies
• Improved enrollment and completion of upper level, Honors, and Advanced Placement courses by under-represented populations: Latino student, English learners, and Special Education students.
108 Category C: Standards-based Student Learning: Instruction
1. Steven Wang– Science 2. Melonie Cotter – Science 3. Nicole Johansson – Special Education 4. Kip Scialanga – Special Education 5. Pat Jackson – Visual and Performing Arts 6. Roberta Lighty – Health 7. Marina Ronina – Mathematics 8. Bob Williams – Mathematics 9. Patty Hsuan – World Language 10. Kathleen Louie – Social Science 11. Don Burdette – Social Science 12. Packy Moss – Physical Education 13. Jan Tuttle – Career Technical Education 14. Kelly Hensley – English 15. Hope Price – English 16. Heidi Masterson – Support Staff 17. Nancy Jones – Librarian 18. Daryl Jackson – Support Staff 19. Michelle Dudley – Support Staff 20. Carolina Guerrero– Special Education Aide 21. Jeanne Dewar – Special Education Aide 22. Christine Noma – Parent 23. Briana Sui – Student 24. Mickie Lau – Student
109 C1. Instruction Criterion
To what extent are all students involved in challenging learning experiences to achieve the academic standards and the expected schoolwide learning results?
CRITERION C1 INDICATORS AND PROMPTS
Results of Student Observations and Examining Work Prompt: To what extent did the observations of student working and the examining of student work provide information on the degree to which all students are involved in learning to assist them in achieving the academic standards and the expected schoolwide learning results? Particularly, comment on the degree of involvement in the learning of students with diverse backgrounds and abilities. All Mills students are involved in learning based on the academic standards and Expected Schoolwide Learning Results. Standards and expectations form the foundation for this learning, and are provided before, during, and after all lessons. The use of various types of instructional strategies allows teachers to reach all students regardless of background and achievement. Specialized programs such as AVID, Blended Learning, Strategic English Support (SES), Strategic Algebra Support (SAS) and Guided Study focus on increasing involvement and learning with struggling students. A variety of assessments are used to quantify progress and inform future instruction. C1: Results of Student Observations and Examining Work Findings Supporting Evidence Curriculum standards and ESLRs are conveyed to the Syllabi students in course syllabi, project directions, agendas and postings on the whiteboards. As a result, students know Data Director what is expected of them in the classroom as well as the Integrated Math 1-2 notes, goals for assignments. exams, Practice Quizzes and Specialized programs have been implemented to assist Exams, Standards Quizzes in targeted student populations. AVID, Blended Learning, SES, SAS SAS and Guided Study and previous Study Skills courses are Experimental design, scientific supported by the staff and district to help students develop writing, hands-on laboratory and improve their academic skills, organization, and experiences motivation. Culturally-focused student groups allow teachers to work After-school tutoring program with students of diverse backgrounds. Departments are sign-in, EL tutoring sign-ins, working to create cultural connections to the content. Math tutoring sign-ins, Science Assignments have been updated so that students will have a tutoring contracts, progress hands-on experience rather than listening to teacher reports centered delivery. Examples can be seen with content World Language tutoring simulations, for example, students in Chemistry classes before school and lunch time building atoms and making adjustments for different bonds.
110 C1: Results of Student Observations and Examining Work Findings Supporting Evidence Standards-based assessments provide both teachers and Google Docs students with opportunities to assess learning. These assessments are in the form of chapter or unit tests, Binder or folder checks, rubrics common assessments and STAR data. Departments review In class tutoring (study buddies the information and discuss ways to improve student or peer tutors) outcomes. In many classes, students are required to maintain organized binders so that they can review their work to study for an exam or assess their progress towards learning goals. Various departments are implementing student self- assessments. The goal is to have students review their work and learn from their mistakes, rather than just look at the grade. Students are taught to methodically extract, process, and communicate information through reading, critical thinking, and writing. Assignments are scaffolded to assist students with each step of the process, especially with annotation of non-fiction reading, and essay-writing. Student groups are engaged through designing their own, inquiry-based experiments. Resources are provided to allow those experiments to be carried out. Tutoring programs give struggling students opportunities to get one-on-one help from higher achieving students, both within the classroom (SAS and AVID) and outside the classroom. This promotes learning as well as cultural diversification.
Student Understanding of Performance Levels Prompt: To what extent do students know beforehand the standards/expected performance levels for each area of study? Teachers inform students of standards and expectations before, during, and after lessons using a variety of tools such as posters, whiteboards, handouts, rubrics, and through direct instruction. As a result, students have access to the expectations and are able to assess their learning with anticipated outcomes, standards, and ESLRs.
111 C1: Student Understanding of Performance Levels Findings Supporting Evidence Standards and ESLRs are stated in course syllabi, posters Lesson plans, department binders in classrooms, assignments, PowerPoint notes and on School Loop. Textbooks, readers, multimedia curricula, Sample rubrics, student samples of work, fiction and nonfiction novels, pre-tests, are all aligned standards-based student exemplars, self- with the standards by course. assessment survey Assignments and projects include a list of materials Socratic Seminars and Fishbowls needed, expected due dates and required format. Requirements vary by course, but are listed on the Simulations assignments and also posted on School Loop. In addition Textbook Teacher Editions to receiving help in the class, students are able to ask questions of the teacher or peers through the discussion Classroom Observations feature on School Loop. Course Outlines Standards-based instructional materials are used to develop multi-modal lessons that correspond to featured goals, expectations, and requirements. Collaboration time has been used both in department and faculty-wide to discuss differentiated instructional strategies. There has been an increase in the use of seminar type discussions as well as student-centered simulations (in particular in Science and Social Science classes). The administration team has used the teacher evaluation process to help teachers develop and convey learning outcomes to students. Administration has stressed informing students of essential questions or goals before the instruction so that the students have an initial understanding of what is expected of them. Learning outcomes inform students of learning expectations and are provided to students before instruction. Students are introduced to rubrics prior to instruction and provided with student models of different levels of student proficiency. Student samples are used to help students understand the differences in grades and quality of work.
112 Differentiation of Instruction Prompt: To what extent is differentiation of instruction occurring and what is the impact on student learning? Differentiation of instruction takes place across all disciplines at all levels, utilizing leveled curriculum and myriad instructional strategies which meet the needs of students across the entire spectrum, including honors and advanced students, strategic learners, English language learners, Special Education students, and mainstream/college prep students. The impact on student learning is that all students have access to the core curriculum. C1: Differentiation of Instruction Findings Supporting Evidence Teachers employ SDAIE strategies to ensure access to the SDAIE Lesson Plans core curriculum for all students, including English Language Learners. Lesson Plans created by Co-Taught (mainstream and Special Education teachers content area specialists and working together) classes in Modern World History, U.S. education specialists History and Health provide additional support to all students identified as Special Education. Lesson Plans are created and Lesson plans, accountability modified by Special Education specialists taking into account forms, goal setting sheets, work IEP requirements. This is the first year co-teaching has been day forms implemented. The strategies will be shared during Lesson Plans and examples of department and faculty meetings in the future. student work Guided Study class supports 9th and 10th grade students who struggle in their classes and provides them with a holistic Copies of dated class notes support system to help motivate and improve academic and taken by Aides. personal achievement. Pre and Post test results Ninth grade students who were identified as academically at- risk are enrolled in Strategic Support Classes in English and Course syllabi, printout of Algebra. computer based activities Special Education Instructional Aides are placed in General Examples of AVID binder Education classes to provide students opportunities for frequent checks for understanding and re-teaching Rosters of students attending individuals and small groups. tutoring Juniors and seniors who are credit deficient may enroll in Blended Learning courses for remediation and credit Computer Labs, computers in recovery. Counselors work with the students to properly Library and Career Center place them in this course. Co-Teaching Classes Students in the academic middle have the opportunity to enroll in the Advancement Via Individual Determination, AVID, Program to increase their study skills and promote college readiness. Students are involved in various Career Technical Education
113 C1: Differentiation of Instruction Findings Supporting Evidence (CTE), and Regional Occupation Program (ROP) courses, including Architectural Design and Computer Aided Design, Engineering Technology, Woodworking, Child Development, Nutrition, Gourmet Foods, International Foods, Photography, Web Design, and Principles in Early Education. Teachers use projects, visuals, videos, small group work, and other differentiated learning strategies to teach content multiple ways to a variety of learning styles. Students have access to technology in and out of the classroom that reinforces and positively impacts student learning. Teachers incorporate videos, PowerPoint, database and web- based research into their lessons. Students have the opportunity to participate in tutoring programs, both before and after school and sometimes during lunch. Professional Development Coordinator conducted a needs assessment to determine professional development activities for the school year. Workshop topics included differentiated instruction, SDAIE, co-teaching and AVID strategies.
Student Perceptions Prompt: Through interviews and dialogue with students that represent the school population, comment on a) their level of understanding of the expected level of performance based on the standards and the schoolwide learning results and b) their perceptions of their learning experiences. Mills is proud to be represented by a collective group of teachers and staff that are genuinely concerned with the progress and well-being of our students. Using a series of self-assessments, reflections, and evaluations, teachers gain insight into students’ understanding of expectations and learning experiences. Assignments may include components that require students to share their experiences and feelings about school, including academic, mental, and emotional stresses. By building a rapport and close relationship with our students, we gain opportunities to discuss and understand their learning experiences. C1: Student Perceptions Findings Supporting Evidence Students are given opportunities to self-assess their own Student samples: Semester learning, academic skills, and mental/emotional health. assessments, student Students use these reflections to set new short and long reflections, Unit Survey, Journal term goals. entries, self-evaluations
114 C1: Student Perceptions Findings Supporting Evidence Grading rubrics are created and distributed to students Rubrics before and after assignments are given. This allows students to see the expectations, for completion of assignments. Think-Pair-Share activity, Student work (posters) Think-Pair-Share activities provide students with opportunities to verbalize the learning process; sharing Anecdotal evidence, Teacher increases learning and understanding for both the speaker feedback forms, Newspaper and listener. interviews, Documentation from counseling and School Teachers build close working relationships with students. As Safety advocates, Student a result, teachers have opportunities to formally and surveys, class evaluation informally interview students to gain students’ perspectives on learning. When asked, most students could not recite the Challenging Success survey data ESLRs. However they were aware of the schoolwide goals for (2011), Healthy Kids survey 9th students at Mills. They understood that Mills is committed and 11th grade, College to helping students communicate verbally and in writing, as Application seminars, Poster well as challenging students to think critically. campaigns, T-shirt campaign The Challenge Success survey measuring student perceptions Informal student surveys of school culture, personal health, and academic pressures was given last year and the data is prompting schoolwide School Loop records action. Students are given end-of-the-unit/semester/year surveys to allow teachers feedback regarding curriculum organization, instructional strategies, and overall learning. The data generates the development of new standards, activities, and assessments. Student/teacher conferences are built into courses of study for goal setting, and analysis of grades. Teachers regularly update students’ progress and incomplete assignments on School Loop. Students and their parents are encouraged to contact teachers via School Loop with their questions or concerns.
115 C1. Instruction: Additional Findings Prompt: From examining additional relevant evidence, what has been learned regarding the extent to which this criterion is being addressed? C1: Instruction: Additional Findings Supporting Evidence Teachers work collaboratively as departments and on school Collaboration times and districts level to assist students in meeting standards. Subject alike district-wide meetings and common assessments Prompt: Comment on the degree to which this criterion impacts the school’s addressing of one or more of the identified critical academic needs. C1: Instruction: Additional Findings Supporting Evidence Departments have incorporated more writing into their Levels of Questions curriculum to assist students in developing their ability to TCDR express their ideas. Projects and assimilations have been modified and adopted to develop critical thinking skills. UC Davis/Schaeffer Writing Students are developing the skills to answer higher order Models thinking questions.
116 C2. Instruction Criterion
To what extent do all teachers use a variety of strategies and resources, including technology and experiences beyond the textbook and the classroom, that actively engage students, emphasize higher order thinking skills, and help them succeed at high levels?
CRITERION C2 INDICATORS AND PROMPTS
Current Knowledge Prompt: Provide a range of examples that demonstrate teachers are current in the instructional content taught and research-based instructional methodology. Teachers are highly qualified and appropriately credentialed in their content area. Teachers participate in district-wide instructional planning, implementation and assessment of core subject areas, based on best practices and research-based instructional strategies. C2: Current Knowledge Findings Supporting Evidence Teachers are offered and highly encouraged to attend State Walk-through handouts and County approved workshops, seminars and various professional development both for best practices and Meeting agendas/minutes, co- individual curriculum. Teach like a Champion was purchased teaching for all sites. Teachers who attend professional development Collaboration time, rubrics, opportunities share the information with their departments common assessments, graphic and faculty – if relevant. The Co-Teaching model has been portfolios, benchmarks, shared and discussed during faculty meetings. adjusted curriculum Department Chairs and some teachers attended a district Findings presented to faculty, Walk-through Training session. Walk-through protocols were school celebration, community presented and then used at the site level. We are still and school garden, handouts developing this model. and summaries, School Loop Time is allotted for department and cross-curricular Group Folders collaboration. School Loop Group Folders, Department Chairs from all schools meet monthly in district faculty presentations Curriculum Councils. Changes in standards are discussed as well as instructional strategies. Goals are set, Board Conference registrations, approved and implemented in each of the schools. certificates of completion, agendas, handouts English and Math Teachers attended district and site collaboration meetings to implement Program Improvement Class observations (9th and 10th grade English and Math). Master Schedule including We are currently working to develop Professional Learning Biotechnology, Woodworking, Communities PLC’s to address school community needs. and Art of Video classes Cross-Curricular Schoolwide Action Teams (SWAT) were used to address WASC areas of improvement and develop
117 C2: Current Knowledge Findings Supporting Evidence solutions. Teachers attend national, state, and local conferences/workshops in their subject area. This provides opportunities to collaborate and learn about current, research-based methods. The information is then shared with their respective departments. In 2010, Mills introduced Biotechnology, Woodworking with CAB lab, and Art of Video to expand career technical educational opportunities.
Teachers as Coaches Prompt: To what extent do teachers work as coaches to facilitate learning for all students? Teachers structure team or group activities to enhance students to work together and support their learning beyond the teacher-led instruction. Students gather data, process material, analyze and deliver the finished product. This fosters students’ self-direction, cooperation, and ideally develops a hunger for lifelong learning. C2: Teachers as Coaches Findings Supporting Evidence Students are challenged to self-direct their inquiry-based Psych Experiments, Research research to provide information and develop conclusions Papers, Current Event based on their findings. These research projects are geared Activities, Math presentations, towards stimulating independent thinking. Teachers work Art History project with the Librarian and clerk to assist students, but the emphasis is on student ownership of the assignment. Dance Class Through student-directed media projects, video and audio presentations are created using modern media technology. CTE Video productions The teacher provides modeling of various activities and tools Group test, Tessellation Project to allow the students to self-direct and implement their own (Art/Math) goal setting plan. Senior Speeches (English Cooperative learning is intergraded into class assignments so classes) that students learn how to problem solve and evaluate findings in a group setting. Group discussions are used to Writing Process (J. Schaffer facilitate questions, opinions, and facts related to said topic style) utilizing modeled discourse. Students give a persuasive speech on their chosen social Fishbowls, CPM – Inquiry Based issue, while demonstrating career-orientated tools, such as Algebra Activities (SPED) public speaking, memorization, self-confident delivery, and Weight training program, interpersonal skills. Guided Study goal-setting, Art English teachers facilitate discussions on essay writing, based goal-setting, Health goal
118 C2: Teachers as Coaches Findings Supporting Evidence on student input and participation with an emphasis on timeline grammatical sentence and paragraph structure. Lab reports in science The students work individually and in groups to choreograph dance routines for live performances within the Mills High School and local surrounding community. Students must learn to work together and compromise to complete the production. Students work in small groups to solve scientific questions in a lab environment. Science teachers facilitate discovery learning without telling students the expected outcome.
Examination of Student Work Prompt: To what extent do the representative samples of student work demonstrate: a) structured learning so that students organize, access and apply knowledge they already have acquired? b) that students have the tools to gather and create knowledge and have opportunities to use these tools to research, inquire, gather, discover and invent knowledge on their own and communicate this? Structured learning is demonstrated through student-led discussions, organizational scaffolding such as notebook organization, and electronic databases. This information can later be accessed and applied to academic contexts both in and out of the classroom. Resources, such as the library, provide tools to gather and create knowledge. Teacher-led lessons often require students to utilize these resources for in-class and home assignments. C2: Examination of Student Work Findings Supporting Evidence Teachers scaffold lessons based on student performance PowerPoint Presentations levels and abilities. Teachers check for understanding through questions, journals and quizzes. Results are used to Lesson Plans, Student work, review, re-teach and create assignments that challenge Student performances students to connect ideas. Students use the knowledge they Subscription Databases, have acquired to act out plays, create videos, complete an Lessons, exercises, Internet essay, edit a peer’s paper, participate in a lab and/or class research in sports, rules, discussion. history, strategies, court The writing program requires students to integrate, dimensions (P.E.), Big 6 Method research, and utilize the internet for assignments. Students for research, Web evaluation are required to write compare/contrast essays, self- Science notebooks, Math assessment reflections, research papers and answer critical notebooks, school planner, thinking questions. Composition books, English Many teachers use the KWL (What You Know, What You binders, School Loop Want to Know, What You Learned) Handout as the basic indicator as the introduction of a unit of study, as well as the Mathematics Tool-Kits
119 C2: Examination of Student Work Findings Supporting Evidence Think-Pair-Share strategy to encourage student discussion. Based on Bloom’s Taxonomy, the process of integrating ‘Reciprocal Questions/Teaching’ is used as an assessment tool. Library Activities include print and electronic resources are available to students and staff via electronic subscriptions to journals, periodicals and databases. Organizational strategies, such as interactive notebooks and specifically structured binders are implemented in classes.
Prompt: To what extent do the representative samples of student work demonstrate that students are able to think, reason, and problem solve in group and individual activities, project, discussions and debates and inquiries related to investigation? Teachers and staff structure class lesson plans and assignments to encourage students to think, reason, and problem solve. A plethora of opportunities are presented in both individual and group assignments, requiring students to collaborate, discuss, debate, and present their findings. C2: Examination of Student Work Findings Supporting Evidence Students successfully think, reason, and problem solve in Algebra Graphing Portfolio, individual activities, and assignments as seen in written English class essays, Cornell work, journal writing, Cornell notes, and current event Notes, Psych Experiments assignments. Debates and Tolerance Project, The Critical Thinking Action Team shared strategies to assist in class Math work, students in properly answering questions and fostering assessments and presentations. higher-level thinking. The Social Science Department has committed to implementing specific strategies which are Fishbowl Activities, Weight being tested and will be shared with the faculty at large. All Program, Tumbling Unit, Self departments are working to revise and develop assignments Defense, Mock Trial, Socratic which promote critical-thinking skills. seminars, Yearbook class activities Students reflect and assess their own learning through Journal writing and class discussion. Ideas are also conveyed The Scarlet Letter English/Social through teacher led questions, and student led discussions. Science Project, Biology/Health, Students think, reason, practice, and problem solve in group Visual and Performing Arts collaborative activities such as discussions and debates. connections to curriculum Teachers are working to develop Cross-curricular projects. Science Lab Reports Assignments in the past were flawed and we have yet to find an assignment/project that works between departments. Science classes incorporate frequent labs requiring students to work together to solve problems and form conclusions.
120 Prompt: To what extent do the representative samples of student work demonstrate that students use technology to assist them in achieving the academic standards and the expected schoolwide learning results? Mills has made a concerted effort over the last three years to incorporate more technology into the classroom. All departments have implemented the use of PowerPoint presentations for topic introduction and example problems. The district has created positions for onsite and district-wide data analysis and use. The students also have access to online textbooks, online practice tutorial resources as well as online video content. Netbooks are also being used in support classes so students can work at their own pace and get quick feedback on their answers to practice problems. Software programs are also being used to help students who need to catch up with credits through the Blended Learning – a self-paced class. Mills currently has five (5) computer labs and six (6) mobile netbook labs for teacher and student use. Also the staff has agreed to use School Loop for posting assignments and grades as well as to communicate with parents. C2: Examination of Student Work Findings Supporting Evidence Students choose a variety of different technologies to LCD projectors, Document present topics, projects, and solved word problems. They cameras can use Document cameras, PowerPoint presentations, LCD projectors, TV/DVD, graphing calculators, and/or Youtube Netbooks and Compass videos. Learning (software program used in the Blended Learning Overhead digital projectors and document cameras let classes) teachers demonstrate use of a variety of teaching strategies and demonstrate examples of student work. Students can Electronic newspapers, learn how to use technology and software when they can journals, magazines observe it in use. School Loop, grade print-outs, Students use Web evaluation software to assess test progress reports, handouts readiness. Mainly in math, students can use the online software with practice questions, as well as tutorial Interactive whiteboards resources. “Revolution” software program Use of computer cart and Aleks software in Strategic Algebra is designed to prepare students Support class to help students keep and catch up with class for CAHSEE Test. work and homework. Blended Learning utilizes technology to Master schedule including Art differentiate instruction. Credit recovery class utilizes of Video, Web Design, Digital computer programs to differentiate learning opportunities Photography, Architectural for students to earn lost graduation credits. Design, and Engineering Netbooks allow students to work at their own pace using an Technology classes. “online tutor” and other materials in the classroom. The Netbooks are used in Guided Study, Blended Learning and EL classes. Subscription databases are available for students to use for research.
121 C2: Examination of Student Work Findings Supporting Evidence Students use School Loop to check for assignments, review their grades, print worksheets or to communicate with teachers. Students in Special Education Algebra classes have the opportunity to engage in interactive learning experience utilizing Smart Board Technology. Students in special education Algebra’s 2nd year (Alg. 1.5/2.0) use “Revolution” software program. Specific classes including Art of Video, Web Design, Digital Photography, Architectural Design, and Engineering Technology require students to use computer skills to achieve student learning goals. The Japanese Program uses language software as a regular part of instruction.
Prompt: To what extent do the representative samples of student work demonstrate student use of materials and resources beyond the textbook, such as utilization and availability of library/multimedia resources and services; availability of and opportunities to access data based, original source documents and computer information networks; and experiences, activities and resources which link students to the real world? Mills students have access to a vast bank of resources on and off campus. Teacher-led activities often require students to access databases at the campus library, where subscriptions to major publications of newspapers and journals can be accessed. Organizations such as clubs, and events like Career Day also provide students with opportunities to gain access to additional resources. Students then integrate this newly found knowledge through assignments such research projects and presentations. C2: Examination of Student Work Findings Supporting Evidence Guest speakers are brought in to enrich and expand upon PowerPoint, I-movie, Final Cut curricular content and to provide a connection to the real projects world. Students participate in on and off-campus field trips tied to curricular content. Some examples are Career Day, Multiple forms of visual aids, Oregon Shakespeare Festival Educational Program, Biology Stock Market Simulation, Auto- field trip to zoo and salt marshes, AVID trip to Stanford, CAD, Research papers, science World Affairs Council, Mock Trial Club, Model UN, Sojourn to labs, “ME” books, students the Past trip, and FHA Hero meeting. develop hands on projects in Art classes Clubs allow students to pursue their own interests, many of which are related to course content or course objectives, Classzone.com (SPED), Algebra such as Model UN and Mock Trial. 1-2 online textbooks, Pre-Calc tutorial resources, Khan (sp) Students complete research projects, activities, and Academy Videos, Quia.com,
122 C2: Examination of Student Work Findings Supporting Evidence schoolwork that require them to utilize resources beyond Algebra 3-4 textbooks and the textbook. Students are asked to evaluate data, problem- practice tests and quizzes solve, write research papers, group and individual research Mills Library webpage projects, lab observations and analysis, non-fiction analyses and responses, primary document analyses, historical and American author research current event evaluations. Student then use a variety of project information resources in developing presentations using presentation software. Students perform Demonstrations/Models/Simulations that require utilizations of resources beyond the textbook. Students in Spanish interview both American and Latino immigrants with the intent to compare and contrast the cultural similarities and differences pertaining to cultural holidays. Students perform in various types of speaking activities that require research and analysis of materials beyond the textbook. Students use online resources for supplementary materials. They have 24/7 access to the Library webpage and database resources. These include academic database subscriptions to journals, news articles, encyclopedias, as well as handouts explaining bibliography formatting, note-taking. Students participate in a variety of career development and career education opportunities within the classroom as well as outside the normal classroom setting The SPED is in the process of adopting a new vocational program to prepare students for life after high school.
Real World Experiences Prompt: To what extent are opportunities for shadowing, apprenticeship, community projects and other real world experiences and applications available to all students? Opportunities for real-world experiences are available to students through courses, student organizations, and community partnerships. As a result, students have the opportunity to be involved in the Millbrae and Bay Area communities through service projects, career technical student organizations, internships, conferences, vocational training, and field-based experiences.
123 C2: Real World Experiences Findings Supporting Evidence Students have available options for various careers after high Clubs school through Middle College Presentations; Army/ Marines presentations on campus; Students as Teacher Assistants; Yearbook Band concerts, performances and competitions; and Career Leadership Class Day presentations. SOAP Assembly A variety of field trips offer an opportunity to view various careers. Some field trips are organized by the Culinary Arts, ROP Courses, Journalism, Hospitality, and Biology teachers. Biotech Class, Child All students have the opportunity to participate in leadership Development, Culinary, through clubs and courses on campus. Students can start Engineering, Photography, clubs of their own in order to learn, celebrate, exercise iMovie leadership, and participate with others of the purpose of Clubs Roster their club goals. Civic Participation Project, In Dance Club, students have an opportunity to gain Stock Market Simulation, experience through dance and competition. Students learn Conflict Mediation, graphs, how to pay attention to details and how to continue with the charts, maps, spreadsheet data, dance even when making a dance step error. This encourages students to work to an ultimate goal of success. Research Papers sent to The club also provides opportunities for students to interact Legislators, Science Research with teachers outside of the classroom when the teachers Projects – modern topics are also students. Culinary Arts Garden, “Plant It, Career Technical Education classes including culinary arts, Pick It, Eat It,” Marketing child development, engineering, and photography allow produce from garden students to develop career and leadership skills. Students Garden, Art Yard operate a nursery school for the community and learn first- hand about child development. Child Development Preschool Students participate in leadership in a larger arena of Programs, GATE Drama regional and state events and competitions such as FHA- workshop, Scripts HERO and Model United Nations. Theater productions, sporting Students have the opportunity for real life simulations events, assemblies, talent through class and club projects, for example: mock trial and shows, Fall and Spring concerts, stock market projects. Research projects encourage students and Quiz Kids to evaluate current events. Model United Nations Students have the opportunity to experience first -hand a sustainable garden. The establishment of the culinary garden Culinary Arts Program was developed through school and community involvement. FHA-HERO This garden has allowed for Eagle Scout projects as well as cross-curricular lessons. For example, Health class mapped Student Internships at Millbrae out the gardens and evidence of sustainable gardening. Community TV Schoolwide auditions for Fall and Spring Drama productions
124 C2: Real World Experiences Findings Supporting Evidence offer all students the opportunity to perform in front of an audience, or support the production behind the scenes. MCTV broadcasts to the Millbrae community, and students have opportunities to intern with the station.
C2. Instruction: Additional Findings Prompt: From examining additional relevant evidence, what has been learned regarding the extent to which this criterion is being addressed? C2. Instruction: Additional Findings Supporting Evidence Mills teachers continue to develop lesson plans to engage Lesson Plans students. Collaboration time is used to discuss different strategies and share ideas to improve student involvement in the learning process. The Tech Coordinator and PD Coordinator work to assist teachers with development and implementation of new strategies. The Walk-throughs and Action Teams have provided opportunities for teachers to reflect on their instructional strategies and create innovative activities. These processes have helped teachers be more successful with engaging students.
Prompt: Comment on the degree to which this criterion impacts the school’s addressing of one or more of the identified critical academic needs. C2. Instruction: Additional Findings Supporting Evidence The interactive projects, discussions and simulations have Lesson plans helped students develop their communication skills. The Student reflections reflections and enhanced writing prompts have challenged students to express their ideas in more detail and make greater connections.
125 WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth Needs
Category C. Standards-based Student Learning: Instruction: Areas of Strength • Support classes and programs for lower-achieving students • Tutoring programs, both departmental and schoolwide • Strategies to support student learning: Co-Teaching, SDAIE • Professional Development and collaboration • Structural improvements to mainstreaming Special Education students • Providing additional support (counseling/tutoring) for EL students • Providing opportunities for conducting research and presenting findings • Modern and updated classroom environments facilitate learning • Scaffolding information/academic skills throughout different grade levels • Setting expectations • Alignment of curriculum and instructional strategies (Unit plans, central questions) • Increased use of self-assessments, reflections, and class surveys to help both students and teachers • improve learning and critical thinking
Category C. Standards-based Student Learning: Instruction: Areas of Growth • Identifying and removing barriers that inhibit academic achievement of low-performing students (instructional policies, late work, make-ups, grading, test re-takes, etc.) • Sharing strategies for re-teaching, re-assessment • Training students to accept responsibility for their own learning • More cross-curricular collaborating and sharing of best practices • Restructuring accommodations and instructional practices for Special Education and EL students (pass/fail) • Re-evaluate homework workload, point allocations • Strengthening study skills, time management, goal-setting • Implement more opportunities for critical thinking across all subject matters • Continued improvement of technology (hardware and professional development) • Providing more real-world experiences and professional skills (resume, interviews, etc) • Continue developing differentiated instructional strategies/policies to meet the needs of all students
126 Category D: Standards-based Student Learning: Assessment and Accountability
1. Nils Headley – Mathematics 2. Jeff Petersen – Mathematics 3. David Jackson – English 4. Rebecca Grubbs – Support Staff 5. Darnell Cleveland – Support Staff 6. Mary Rustia – Science 7. Betty Chiu – Mathematics 8. Pai-Chie Chen-Chow – World Language 9. Akiko Soda – World Language 10. Wayne Phillips – Social Science 11. Erik Anderson – Special Education 12. Mary Wong – Special Education Aide 13. Caroline Tiziani – Physical Education 14. Anthony Pretto – English 15. Tammie McGee – Support Staff 16. Stefany Peng – English Learner Specialist 17. Stanley Edwards – Ceramics 18. Mindy Trisko – Health 19. Aiko Michot – Science 20. Alex Stillman – Counseling 21. Steve Wong - Parent
127 D1 & D2. Assessment and Accountability Criterion
To what extent does the school use a professionally acceptable assessment process to collect, disaggregate, analyze and report student performance data to the parents and other shareholders of the community? D2a. To what extent do teachers employ a variety of assessment strategies to evaluate student learning? D2b. To what extent do students and teachers use these findings to modify the teaching/learning process for the enhancement of the educational progress of every student?
CRITERION D1 AND D2 INDICATORS AND PROMPTS
Professionally Acceptable Assessment Process Prompt: Comment on the effectiveness of the assessment process to collect, disaggregate, analyze and report student performance data to the parents and other shareholders of the community. Mills High School uses a variety of state and district standardized tests and classroom assessments, including Advanced Placement exams, MDTP (Mathematics Diagnostic Testing Project), CST reports, CELDT, CAHSEE, the Gates MacGinite reading tests, as well as common district and school site assessments. Data Director is used to disaggregate and analyze assessment data on specific subgroups of students based on gender, ethnicity, socio-economic status, test performance, and English language proficiency. Data collected is distributed to administrators, teachers, counselors, and other stakeholders to be used in determining student academic needs and placement in classes. Individual teachers, grade-level teams, and subject area departments also consistently assess data to identify necessary modifications to curriculum and instruction. CST and CAHSEE test results are made available to the public through local and national newspapers, as well as local TV and radio stations. The Viking Voice (Mills PTO Newsletter) and the Mills High School website also report student achievement in standardized tests. Student achievement data including CSTs, CAHSEE, Academic Core, CSU/UC Eligibility is shared at PTO meetings and other parent nights. Data is also reviewed at MPC meetings which include parents, students, teachers, and classified staff. The MPC closely evaluates student performance data in connection with the Single Plan for Student Achievement. Mills has integrated several innovative technological programs (Aeries, Data Director, School Loop, Naviance) into the process of collecting and evaluating student performance data on state tests and classroom assessments. Lastly, the high school administration attends community functions and monthly parent meetings through which student performance is reported. D1 & D2: Professionally Acceptable Assessment Process Findings Supporting Evidence Mills uses common assessments throughout the San Mateo Common assessments in Unified High School District in Health, World Languages, Health, English, Art, World Mathematics, Science, English, Visual and Performing Arts, Languages, Social Science, and Social Science. Mathematics, Science, PE, Foods and Nutrition, Child
128 D1 & D2: Professionally Acceptable Assessment Process Findings Supporting Evidence World Languages uses results from the district and school Development, Photography site common assessments to inform writing instruction for World Languages assessments the following year. The department has decided to test first-year students’ listening and understanding with Algebra 1 common assessment multiple-choice questions. Writing assessments will be report introduced in the students’ second year, beginning in 2012 District program improvement for students of Japanese and 2013 for students of other meeting schedule world languages. Tests Every six weeks Algebra 1 teachers administer a common district assessment to identify student progress towards the Labs state standards. Data from the district common assessment Quizzes is used to inform teacher collaboration and the improvement of instructional practices. Group activity
During collaboration time, science teachers discuss PE portfolios assessment data in subject specific groups to identify Pre-Conference Evaluation instructional successes and areas for improvement. Action Form plans are designed to include or eliminate activities, and address student misconceptions about curricular topics. School Loop
PE classes assess student fitness and running performance School Loop Six-week progress on a weekly basis. reports forms Third-week freshman progress Every nine weeks English 1/2 and English 3/4 classes use a report letter common district assessment to assess student mastery of state standards. English 5/6 classes participate in a common SARC, CAHSEE, CST Data district assessment once a year.
Data from common assessments are collected and disaggregated for teacher analysis during prep periods and collaboration time. Data analyses are used to inform and improve instruction. For example, based on extensive day- long reviews of the district common assessment results, English teachers have decided that the assessment was based on the pacing guide for English 1/2 and was therefore an inaccurate measure of student achievement in higher- level classes. The teachers have developed a new common assessment based on the Edge curriculum. Currently in its first year of implementation, this common assessment more accurately reflects student performance. Results from this new common assessment are presented to EL parents during ELAC meetings.
129 D1 & D2: Professionally Acceptable Assessment Process Findings Supporting Evidence 75% of CTE teachers share a common assessment with same-subject teachers in the school district. Photography shares assessment methods with other district teachers to ensure alignment with common standards. Foods and Nutrition uses a common safety and sanitation assessment to ensure student proficiency in health and safety procedures. Child Development teachers in the district use the common Desired Results Developmental Profile (DRDP) tool to assess preschoolers’ kindergarten readiness and high school students’ analytical writing. Results from these common assessments are used to modify the curriculum towards student mastery of academic foundation and CTE standards.
In the Social Science department, Modern World History 1 and U.S. History students are assessed using a common district assessment. This assessment is administered at the end of the fall semester for U.S. History and at the end of the year for Modern World History 1. Assessment data is used to assess student mastery of the state standards, help students prepare for the CST exam, and modify instruction for the following year. In addition, teachers have created a summative assessment to be administered at the end of the Modern World History 2 semester. Teachers have also created a formative assessment to be administered in the fall semester of U.S. History. The department is currently in the process of developing a strategy for using data to modify curriculum and instruction.
The Special Education program coordinator requires the completion of pre-conference evaluation forms by each special education teacher. These evaluation forms are used to assess student performance and progress in classes.
Parents and other shareholders in the community can access student performance data via School Loop. 90% of Mills teachers use School Loop to update grades and report student progress. School Loop is one of the most effective means of communicating student performance data since teachers, counselors, coaches, parents and students can readily access the website and e-mail each other about any available information. Parents e-mail teachers regarding student homework and progress.
130 D1 & D2: Professionally Acceptable Assessment Process Findings Supporting Evidence Parents monitor grades though progress reports at each six- week grading interval. The parents of freshmen students receive an initial three-week progress report for those students performing at D or F.
Parents and other shareholders of the community can also view the School Accountability Report Card (SARC) online. This contains student performance data and test results from the CAHSEE and CST as well as school data and annual action plans.
Basis for Determination of Performance Levels Prompt: Upon what basis are students’ grades, their growth and performance levels determined and how is that information used? Mills High School teachers use multiple assessments to determine student placement in programs. Student performance in the MDTP at the end of 8th grade is used to determine high school math placement. In addition, results from the Gates MacGinite reading test are used to determine high school English placement. CST scores and course grades inform enrollment in support programs designed to intervene with underperforming and credit-deficient students. D1 & D2: Basis for Determination of Performance Levels Findings Supporting Evidence Teachers develop their own assessment and grading Individual grading policies policies. Some teachers calculate grades based on points, Initial Third-week Progress while others assign weight to curricular categories. Report Challenge Success data along with results from this WASC self-study have led to discussions about the development of Gates MacGinite schoolwide grading practices. CST The EL program coordinator administers the CELDT and Guided Study class assists in the placement of English learners based on their proficiency level. Blended Learning class
Freshman students are assessed within the first three weeks Guided Study class of school. Struggling freshmen are enrolled in a Guided Strategic Algebra and Strategic Study class to assist with the timely completion of English Support Classes homework, improvement of study habits, and successful participation in high school. Emails to parents
The Guided Study 10 class is available to sophomores based on academic performance from freshman year and teacher
131 D1 & D2: Basis for Determination of Performance Levels Findings Supporting Evidence recommendation.
After the six-week grading period, students with two or more D’s are counseled and recommended for support classes designed to help with study skills.
In addition to Guided Study, the Blended Learning class is available to help students complete graduation requirements. The class allows students to work at their own pace using a computer program. Priority is given to seniors and is used for credit recovery.
Strategic Algebra and Strategic English support classes are available to students. Placement in Strategic English is based on student grades, Gates MacGinite test scores, CST scores, and performance in the common district assessments. For Strategic Math, placement is based on student grades, 7th grade CST scores, and the Math Diagnostic Testing Program (MDTP) scores. Students may exit these support courses at the end of the semester based on grades and achievement in the common district Algebra 1 assessment.
In all subjects, students are placed in small mixed-ability learning groups. Teachers use a variety of assessment methods including testing, observation, analysis of student work, and communication with other teachers to inform curriculum and instruction.
Biology students are assessed within the first four weeks of school to determine eligibility for tutoring. Parents of eligible students are contacted for a tutoring contract.
Students who are meeting the academic standards are encouraged to enroll in Honors and/or AP courses for the following year. Both teachers and counselors work to encourage as many students to take challenging courses.
132 Appropriate Assessment Strategies Prompt: To what extent do teachers use appropriate assessment strategies to measure student progress toward acquiring a specific body of knowledge or skills? Examples of these strategies include essays, portfolios, individual or group projects, tests, etc. Teachers embed a variety of formative and summative assessments in their courses to determine if students are demonstrating mastery of the standards. These assessments include reading assignments, essays, research papers, oral presentations, and class projects. These assessments provide the information necessary to help teachers modify instruction and address student needs, especially for those who are at-risk or underperforming. D1 & D2: Appropriate Assessment Strategies Findings Supporting Evidence Teachers check for understanding through a variety of Benchmark Tests strategies, such as journaling and other quick-writes, think- Common Assessments pair-share and other small group activities, and large group work. Daily Homework Checks Most core courses are developing formative benchmark Essays exams through the various district curricular councils. Data FitnessGram from this work is analyzed, and best practices from the school sites are shared among council members. Oral reports
Teachers for the English 9, Algebra 1-2, English 1-2 and Projects English 3-4 classes collaborate on a regular basis to create Labs benchmark exams and a district common assessment. The data is then collected through Data Director and then Socratic seminars disseminated to the schools throughout the district. AP Tests Additionally, this data is then reviewed by teachers and their students. At district collaboration meetings, schools Self-reflections and with high performance records are asked to share best assessments practices. Special Education teachers are part of the collaboration teams and participate in the development of CTE unit guidelines the curriculum. Collaboration logs In the English and Social Science departments, teachers Writing handouts regularly evaluate student ability to create an academic UC Davis Writing Model essay. Steps to this goal include the development of a thesis statement, clarifying the purpose of the first paragraph, collecting and analyzing evidence, and formulating a strong conclusion. The departments collaborate to improve academic writing instruction by analyzing samples of student work and sharing effective classroom strategies.
Socratic seminar is an evaluation technique used often by teachers in the English and Social Science departments. Teachers evaluate student comprehension and critical
133 D1 & D2: Appropriate Assessment Strategies Findings Supporting Evidence thinking in small discussion groups. English students are assessed in their application of literary analysis techniques, and Social Science students are evaluated on their ability to argue for a historic event or political decision. Teachers observe each other to evaluate effectiveness in facilitating and grading Socratic seminars.
Departments are working to align curricula and study skills both horizontally and vertically. The Social Science department has created common unit lesson plans and guidelines. In addition, the Social Science Department has adopted the UC Davis Writing Model to guide the instruction of academic writing. Last, the department is in the process of vertically aligning student use of academic language.
The Mathematics department creates common timelines, assignments, lesson plans, projects, portfolios, vocabulary lists, assessments, and guidelines for the use of technology. The Mathematics courses are aligned horizontally and are beginning to align vertically.
To support teachers with data collection and analysis, the district has created new positions: District Data Coordinator and Site Data Coordinator. These positions are intended to guide teachers with the development of a data-informed curriculum and instruction.
Science Department uses laboratory experiments as an effective meter for authentic student understanding. With lab experiments, students demonstrate their ability to use the information learned in classes and discover new applications for the information. Lab reports assess how well students organize and analyze data. These reports also help teachers assess student ability to communicate logical conclusions from data. There is a strong emphasis in constructivist learning through lab experiments in the science classes at Mills.
The World Languages department uses online assessment tools to provide students individualized immediate feedback through Quizlet, Quia, and Learnspanish.com.
The CTE department provides extensive leadership experience to students. Leadership experiences target the
134 D1 & D2: Appropriate Assessment Strategies Findings Supporting Evidence Expected Schoolwide Learning Results (ESLRs), and the state CTE standards.
Demonstration of Student Achievement Prompt: Provide a range of examples of how student work and other assessments demonstrate student achievement of the academic standards and the expected schoolwide learning results, including those with special needs. Student assessments take many forms from class work to common district assessments and standardized tests. These assessments are aligned with state standards and the Expected Schoolwide Learning Results (ESLRs). All students, including those with special needs, are offered opportunities to demonstrate mastery of the standards and ESLRs. D1 & D2: Demonstration of Student Achievement Findings Supporting Evidence Formative assessments present a wide range of questions Lesson Plans used to assess the level of student understanding of curricular topics. These assessments are administered by Benchmark Exams the classroom teacher; however, students with IEP’s and CSTs 504 plans may take their assessments with their case manager. District Common Assessments
Class assessments include multi-modal formative and AP Exams summative evaluations. These may include individual or Tests group writing, book or poster creations, oral presentations, research projects, Socratic seminars and other structures for Quizzes (in various formats, academic discussion, and experiments. including: multiple-choice, short answer, true/false, Research projects and lab work provide students the matching) opportunity for collaboration and the development of their Labs interpersonal skills. In addition, these forms of assessment engage students’ critical problem-solving skills by requiring Projects the transfer of prior knowledge to new and challenging contexts. Presentations
Lesson plans, activities, and assignments are modified in Essays (in class and take home, accordance to IEP’s and 504 plans to allow all students the as well as Free Response opportunity for successful participation in classes. The Questions and Document Special Education department works closely with the Based Questions) general education teachers to help with addressing FitnessGrams individual student needs. Co-teaching in four classes supports students with the development and assignment of Socratic Seminars differentiated coursework. Research Papers The English Learner Specialist and counselors offer Students e-portfolio additional support as needed.
135 Curriculum Embedded Assessments Prompt: Provide examples of standards-based curriculum embedded assessments in English Language and math, including performance examination of students whose primary language is not English. All students are assessed through benchmark exams administered throughout the semester in 9th and 10th grade English classes, and through embedded formative assessments in Algebra 1- 2 classes. Data from the English assessments shows a need for a bridge between English Language Development classes with mainstream English. There is also a need for more strategic support of long-term EL students. D1 & D2: Curriculum Embedded Assessments Findings Supporting Evidence Quick-writes on future essay topics, reading quizzes, weekly Standards Quizzes vocabulary quizzes, literary terms identification, self- Essays assessments, and focused one-page essays are used to assess student writing in English classes. In addition, a Quick Writes variety of presentations and discussions are used for oral assessment purposes. Group Tests Individual Tests In Math, teachers check for content knowledge formatively through quizzes and subject specific projects. In addition, Subject Specific Projects Math teachers give summative assessments in group and Portfolios individual formats.
Student Feedback Prompt: To what extent is student feedback an important part of monitoring student progress over time based on the academic standards and the expected schoolwide learning results? Students are encouraged to voice their thoughts of their school work and learning atmosphere. Teachers are available to help students meet the demands of high school by offering individual counseling, lunch and after school tutoring, and accepting referrals for assistance. School administration, counselors, and teachers collect valuable student feedback through interviews, surveys, and discussions. D1 & D2: Student Feedback Findings Supporting Evidence Students are encouraged to voice their concerns about their Teacher/student meetings classroom curriculum. Teachers encourage struggling School Loop students to seek help by participating in after school tutoring. Teachers and counselors also schedule one-on- Test results one meetings with students identified as at-risk or underperforming. Counselors monitor student learning, AP classes/other academic and an Academic Support Counselor works to identify and classes develop an intervention strategy for at-risk or Student sketchbooks
136 D1 & D2: Student Feedback Findings Supporting Evidence th underperforming 9 graders. Pre and post test results Many teachers give informal surveys on homework and Special Ed reflective learning tests to gauge student understanding of course requirements and to check for possible areas of concern. In School Loop some classes, students write reflective essays about work Student test reviews completed. Special Education teachers engage students in a reflection of the learning achieved throughout the day. Mathography Some teachers give pre- and post-surveys to measure Grade Self-Reflection instructional effectiveness. There have been discussions at faculty meetings regarding the use of immediate feedback through informal student surveys. Counselors conduct an annual one-on-one academic review with each student to plan for future courses. Students with IEP’s review and plan with their case manager.
Many teachers ask students to complete self-evaluations on their class progress and year-end course evaluations. Some teachers collect student input about specific assignments to inform lesson planning and implementation.
There are three student members in the Mills Planning Council (MPC). Their participation ensures that MPC discussions about schoolwide policies and concerns include student perspectives based on personal experience of the school.
Modification of the Teaching/Learning Process Prompt: Evaluate the effectiveness of how assessment data is collected, analyzed, and used as the basis to make decisions and changes in the curricular and instructional approaches. Mills uses a variety of student achievement data to effectively guide decisions regarding curriculum and instructional approaches. Departments regularly review CST data to revise course content and to identify areas in need of further emphasis. Student achievement data is used to identify schoolwide areas of growth. The Mills Planning Council and Academic Senate reviews student achievement data to make recommendation for schoolwide and department goals. Mills High School teachers use student feedback and student self-evaluations to further modify and differentiate student instruction. Students use the results of formative assessments to rate their own understanding and level of mastery of the state standards and ESLRs (Expected Schoolwide Learning Results). Students use these formative assessments to help guide their preparation for summative assessments that come from the class, the district and the state. 137 Teachers evaluate effectiveness of assessments and use that data to shape and modify further instruction. D1 & D2: Modification of the Teaching/Learning Process Findings Supporting Evidence Some teachers incorporate assessments as part of Student Evaluations instruction to help students evaluate and interpret their Student input rubrics progress towards current and future learning plans. A group of teachers and counselors have studied and educated the Needs Assessment Survey faculty about the Stanford Challenge Success program. New classes have been developed for at-risk, underperforming, Student Reflections and credit-deficient students. Strategic Support classes Grades have been created for English and Mathematics students who score below and far below basic on the CST’s. STAR Academic Core Strategic Algebra and Strategic English support classes are available to students. Placement in the Strategic English CMA class is based on student grades, CST scores, and the Gates MacGinite test scores. Placement in the Strategic Math class CAPA th is based on student grades, teacher recommendations, 7 EAP grade CST scores, and the Math Diagnostic Testing Program (MDTP) scores. Students may exit either of these support School Loop classes at the semester’s end based on grades and Peer Feedback performance in the district’s common Algebra 1 assessment. For second-year Algebra students, the STAR and CST scores Student Evaluations of have been reviewed, and it has been determined that a Personal Work portfolio assignment will be created to scaffold students’ Weekly mile runs graphing skills. In first-year Integrated Math, two benchmark tests have been created through Data Director to formatively assess student ability to graph parallel and perpendicular lines. Results from these benchmark tests call for re-teaching.
Departments work together to share and discuss instructional strategies effective at helping students achieve the state standards. The District has supported the use of professional development time to help teachers learn instructional strategies such as Think-Pair-Share, Philosophical Chairs, Kinsella’s strategic partnering, and scaffolding assignments to meet individual student needs. Department Heads reinforce these strategies by allowing teachers time to share their classroom experiences.
Students may be placed in a college-preparatory AVID course based on standardized test scores and grades. The AVID program makes frequent use of self-assessment to
138 D1 & D2: Modification of the Teaching/Learning Process Findings Supporting Evidence help students with college readiness plans.
Mandated after school tutoring is available for at-risk and underperforming students receiving D’s, F’s or zero’s in their classes.
Monitoring of Student Growth Prompt: Provide representative examples of how progress of all students toward meeting the academic standards and expected schoolwide learning results is monitored. Mills High School uses a number of tools that students, parents, counselors, and teachers can access to monitor progress towards academic standards. For example, School Loop is used by 90% of the faculty to post grades. This online information system also allows teachers to easily monitor student performance not only in their class but also in other classes. The system provides teachers with information on student academic trends, which reflect whether students’ grades are improving or declining. Every spring, students meet one-on-one with counselors to review their four-year plan and course selection sheet. In these meetings, students are provided with a hard copy of their current transcripts and four-year plan. Each semester, teachers in the academic core administer common district assessments. D1 & D2: Monitoring of Student Growth Findings Supporting Evidence Students meet with counselors each spring semester to Student counseling folders evaluate their four-year plan and make course selections. (cumulative records)
District teachers have developed common assessments in all Common assessment reports core courses. Results from these assessments are recorded PE FitnessGram three times a in Data Director, which can be accessed for the data analysis year required for substantive curricular modifications. Six week reports and semester Six-week progress reports are generated and sent home to grades help monitor student progress. School Loop marks students with low grades. Counselors, teachers, and parents meet Data Director with these students to encouraged participation in subject- Web sites specific and after school tutoring. In addition, Mills students can monitor their academic progress on School Loop and Collaboration Logs Naviance.
Each spring 9th-11th grade students take standardized state tests. Results from these tests are reviewed upon availability. The results are disaggregated and analyzed for areas of concern. Strategies are developed and shared for the improvement of curriculum, instruction, and test scores.
139 D1 & D2: Monitoring of Student Growth Findings Supporting Evidence Academic Core and CSU/UC data is reviewed annual at the Board and site level to monitor student progress.
D1 & D2. Assessment and Accountability: Additional Findings Indicator: Consider other information that impacts the degree to which the school is meeting these criteria. Prompt: From examining additional relevant evidence, what has been learned regarding the extent to which these criteria are being addressed? D1 & D2: Assessment and Accountability: Additional Findings Supporting Evidence Mills is working on utilizing data to assess student progress Handouts to PE students in towards achieving the academic standards and the ESLRs. grades 9 and 10 include Data Director has allowed for a deeper review and Expected Schoolwide Learning discussion on student achievement data. The district Results correlating with state created the Data and Assessment Coordinator position to framework benchmarks. help teachers analyze data and use it to improve the Data Director presentations curriculum.
Prompt: Comment on the degree to which these criteria impact the school’s addressing of one or more of the identified critical academic needs. D1 & D2: Assessment and Accountability: Additional Findings Supporting Evidence Writing is used as a form of assessment by all departments. Departments provide students Written assignments are course and assignment specific. with writing prompts that produce a variety of writing styles.
140 D3 & D4. Assessment and Accountability Criterion
D3. To what extent does the school with the support of the district and community have an assessment and monitoring system to determine student progress toward achievement of the academic standards and the expected schoolwide learning results? D4. To what extent does the assessment of student achievement in relation to the academic standards and the expected schoolwide learning results drive the school's program, its regular evaluation and improvement and usage of resources?
CRITERION D3 AND D4 INDICATORS AND PROMPTS
Assessment and Monitoring Process Prompt: To what extent are the following shareholders involved in the assessment and monitoring process of student progress: district, board, staff, students and parents? The following shareholders are involved in the assessment and monitoring process: teachers, staff, students, parents, and district. The faculty and staff monitor and assess student achievement extensively in the areas of academic standards and ESLRs in several ways. Students and parents can monitor and assess student achievement in the areas of academic standards and ESLRs through School Loop, IEP/504 meetings, MPC, report cards, and parent nights. The district plays several important roles in gathering, disaggregating, disseminating, and reviewing student achievement results. Mills effectively communicates student progress and achievement data with the school board, parents, and students through a variety of means. Regular district and site-specific data presentations are conducted at Board meetings with the opportunity for discussion and further dialogue. Mills administration conducts regular presentations at PTO meetings regarding student achievement including CSTs, CAHSEE, Academic Core, and CSU/UC eligibility rates. D3 & D4: Assessment and Monitoring Process Findings Supporting Evidence Student achievement in each course is reported in a variety Reports Cards, of ways. These include grade reports sent home in six-week School Loop, intervals, weekly progress reports (Blue Progress Reports), and daily School Loop reports. Parents, teachers, coaches, Blue Progress Reports, Aeries caseworkers, etc., use these reports to monitor their students’ progress, and make interventions and adaptations Calendar of Meetings, when necessary. New Curricular Lessons, Twice a month, collaboration time is built into the Mills’ Assessments faculty schedule. This time allows the teachers in each Placement department to look at student achievement by examining student work, reviewing assessment results, writing common Recommendation Cards finals and/or other assessments, designing and creating new curricular lessons, discussing instructional strategies and Transcript binders current educational issues, etc. Some teachers also meet to 141 D3 & D4: Assessment and Monitoring Process Findings Supporting Evidence collaborate during their lunch, common prep time, and after Graduation Requirements Form school hours. Academic Core data The Counseling Department monitors the academic progress of each student. All incoming freshmen are evaluated in D/F Reports Mathematics, Social Science, Language Arts, and World Program Participation Language for proper placement in academic core courses. Students meet one-on-one with their counselor at least once Information a year. At these meetings, students are advised about their Naviance curriculum academic progress, graduation requirements, and college and career opportunities. Students with greater needs meet Pre/Post Surveys more often with their counselor. Graduating seniors Naviance Form complete a survey identifying their plans after high school. Teachers are given a Program Participation Information Senior-Survey of Post packet within two weeks from the beginning of each Secondary plans semester. This packet provides valuable information for accommodating students identified as gifted and talented, UC/CSU Eligibility Rates Special Education students, ELD program students, students IEP documents with 504 plans, and students in SES, SAS and Guided Study classes. Aries, School Loop Special Education case workers – together with Grades/Emails representatives from the school administration, teaching Progress Reports faculty, and school staff – meet with student and family members at least once a year to review school progress, STAR Test results, write goals, and discuss appropriate classroom District Common Assessments accommodations. Special education case workers and academic counselors regularly request information about (Math, Science, English, Social student progress, and review accommodations as needed. Studies, World The school administration and staff examine the results from Language, P.E.) standardized state tests and common district assessments to CELDT Testing develop interventions for struggling subgroups and individual students. For example, the school provides a CAHSEE CAHSEE support system for students who have not passed the exam. ELD and Special Education teachers provide Gates MacGinite Test additional support for students in their programs. Back to School Night Sign In Sheets All parents are invited to meet with the teachers and to learn about course specific requirements at Back to School Night. Course Syllabi Teachers also use this time to communicate the most IEP documents effective means for sharing concerns, needs, and expectations. In addition, throughout the school year 504 Accommodation parents have the opportunity to join various parent Documents
142 D3 & D4: Assessment and Monitoring Process Findings Supporting Evidence organizations and to collaborate with the school staff.
Special Education IEP and 504 Meetings bring together students, families, case workers, teachers, and school representatives for a review and discussion of student academic progress, goals, and accommodations.
Reporting Student Progress Prompt: How effective are the processes to keep district, board and parents informed about student progress toward achieving the academic standards and the expected schoolwide learning results? The school district plays an important role in the gathering, disaggregating, disseminating, and reviewing data on student achievement. Students and parents can access and monitor student achievement data in the state academic standards and the ESLRs by using School Loop, attending parent meetings, and participating in PTO and MPC. D3 & D4: Reporting Student Progress Findings Supporting Evidence CELDT is administered at the beginning of the year or upon CELDT Test the arrival of qualifying students. Local Newspaper Mills reports student achievement in standardized tests Parent Newsletter through PTO meetings and newsletters, the school’s website, the Mills Accountability Report Card (SARC), local Mills Website newspapers, and the California Department of Education Mills Accountability Report Website. Card Students, parents, staff, and community members are California Dept of Education regularly invited to meetings of the Mills Planning Council Website (MPC). This committee makes decisions on program expenditures based on the school’s needs. MPC also Agendas and Minutes from provides a forum for discussing school and community MPC information and concerns. School Loop, Assignments and grades are available for student and parent Grade Reports review via School Loop. School Loop allows students and parents access to grades, daily homework assignments, long- District Newsletter term projects, and teacher-uploaded resources. Parents and District Website students can also use the system to send and receive e-mails to teachers. Report Cards
The school district provides data on standardized test results, API, 9th grade reading and writing pre- and post- tests, District Common Assessments results, Algebra 1
143 D3 & D4: Reporting Student Progress Findings Supporting Evidence Pass/Fail rates, AP Exams results, attendance, academic and discipline statistics, graduation rates, dropout rates, ELL reclassification, teacher certification, college acceptance rates, and scholarship awards. School staff accesses this information through Data Director, Aeries, and presentations at faculty meetings.
School district leadership shares data about student achievement to the community primarily through the district newsletter and the district website. At the individual level, the school generates report cards every six weeks.
Modifications Based on Assessment Results Prompt: Provide examples of how assessment results have caused changes in the school program, professional development activities and resource allocations, demonstrating a results-driven continuous process. Assessment results guide the development of the WASC Action Plan and the Single Plan for Student Achievement. Strategic Support, Guided Study, and Blended Learning classes demonstrate new initiatives in the school program that have resulted from the analysis of student data. Personnel and financial resources have been allocated to support these programs. Mills administration and faculty engage in a continuous cycle of assessment to revise school goals annually. D3 & D4: Modifications Based on Assessment Results Findings Supporting Evidence Case workers, representatives from the school Course offerings including administration, general education teachers, members of the Strategic Support, Guided school staff, students, and family members meet at least Study, and Blended Learning once a year to discuss progress, goals, and accommodations classes for students with special needs. These meetings help with Study Skills decisions about mainstreaming so that a Least Restrictive Environment is secured for the students. More team-taught Directed Studies classes have been added to the school’s Master Schedule to allow a greater number of Special Education students to New Academic Support access mainstream curricula. Counselor position District staff reviews student achievement data and makes programmatic decisions based on the results. Due to the CAHSEE test results, the district provides funding for support classes in English and Mathematics as part of Program Improvement. The administration and staff examine the results from
144 D3 & D4: Modifications Based on Assessment Results Findings Supporting Evidence assessments such as the CST’s, CAHSEE, District Common Assessments in Math, Science, Social Studies, World Languages, and PE, AP exams, CELDT Test, and the Gates MacGinite Test. The tests results are then used to develop interventions for struggling subgroups and individual students. For example, based on the results of District Common Assessments teachers have begun to use formative assessments in the review and improvement of classroom instruction. The Mathematics department has modified lesson plans to address student gaps in understanding of certain skills and concepts. Modifications have targeted pacing calendars, concept presentations, classroom activities, and tests.
D3 & D4. Assessment and Accountability: Additional Findings Prompt: From examining additional relevant evidence, what has been learned regarding the extent to which these criteria are being addressed? D3 & D4. Assessment and Accountability: Additional Findings Supporting Evidence Based primarily on student achievement data and teacher Guided Study evaluations, new classes have been created to help all Blended Learning students experience school success. After school tutoring program The counseling department identifies student populations in need of intervention. Students are identified for study skills Survey monkey training, socio-emotional support, and one-on-one tutoring. Challenge success survey A counseling intern works specifically with 11th and 12th grade students in need of skill development in academic organization. Mills also has an academic intervention counselor working with at-risk 9th and 10th grade students.
Same-subject teachers share common assessments.
Prompt: Comment on the degree to which these criteria impact the school’s addressing of one or more of the identified critical academic needs. D3 & D4. Assessment and Accountability: Additional Findings Supporting Evidence Student writing and critical thinking are difficult to evaluate. Assignment grading standards Teachers have discussed and tested different rubrics, but 145 D3 & D4. Assessment and Accountability: Additional Findings Supporting Evidence have not come to a consensus about a uniform set of Reports showing improved criteria for assessing student academic writing and critical grades of students enrolled in thinking. Guided Study and Blended Connection to 2012 critical academic needs: Learning Counseling department lists of Critical Academic Need #1: By utilizing our various school students in need of academic and district-wide systems to monitor student progress and intervention and monitoring achievement, we have been able to identify students who are in need of additional support and implement Increased number of students appropriate programs to help all students meet state meeting academic core standards and course expectations. Semester report cards Critical Academic Need #2: Strategic Support classes in English and Mathematics work towards the goal of improving literacy for all students.
146 WASC Category D. Standards-based Student Learning: Assessment and Accountability: Strengths and Growth Needs
Category D. Standards-based Student Learning: Assessment and Accountability: Areas of Strength
• The English and Mathematics departments have spent the past two years developing and revising assessments for Program Improvement.
• Assessment results are readily accessible via School Loop.
• Mills engages teachers and students in a District Common Assessment cycle.
• Same-subject teachers share common assessments.
• In English classes, student test results are analyzed to improve curriculum and instruction.
• Mills teachers use diverse methods for assessing student achievement in the state standards and the ESLRs.
• Data Director is available to all teachers.
• Assessment and Data Coordinator provides training for Data Director, data analysis protocols, and the use of formative assessments.
Category D. Standards-based Student Learning: Assessment and Accountability: Areas of Growth
• English teachers question the quality of District Common Assessments in English 1-2 and English 3 – 4 and the time it takes to administer them.
• There is a need to assess the impact of District Common Assessment in improving instruction.
• There is a need to educate parents about assessment and grading.
147 Category E: School Culture and Support for Student Personal and Academic Growth
1. Tim Christian – Dean 2. Alexandra Dove – Social Science 3. Valerie McCarthy – World Language 4. Charles Olson – Science 5. Ivette Zaldivar – Mathematics 6. Michael Cadigan – Special Education 7. Yvette Gonzalez – Special Education 8. Linda Binkley – Special Education Aide 9. Rebecca Leung – English 10. Curry Telesco – English 11. Jane Scott-Jones – Career Technical Education 12. Lori Durham – Support Staff 13. Stephanie Wong – Support Staff 14. Grant Leitheiser – School Safety Advocate 15. Billy Dekum – Maintenance 16. Don Ahuna – Facilities Director 22. Jennifer Hauth – Counseling 17. Cindy Skelton – Visual and Performing Arts 18. Rachael Reimers – Social Science 19. Aline Lee – Parent 20. Maurine Seto – Parent 21. Rex Peel - Student
148 E1. School Culture and Student Support Criterion
To what extent does the school leadership employ a wide range of strategies to encourage parental and community involvement, especially with the teaching/learning process?
CRITERION E1 INDICATORS AND PROMPTS
Regular Parent Involvement Prompt: Evaluate the strategies and processes for the regular involvement of parents and the community, including being active partners in the teaching/learning process. Comment on the effectiveness of involving non-English speaking parents. Mills High School implements a variety of community building strategies to encourage parent and community involvement. Teachers use an online communication and database system called School Loop to e-mail staff, students, and parents regarding student concerns, class assignments, and important announcements. Additionally, six-week progress reports, written letters, and the auto-dialer system inform parent-teacher communications on issues of student achievement and attendance. Mills also communicates information regarding school events through its Viking Voice newsletter, school website, and parent groups such as the PTO and the Latino Parent Group. Mills also hosts family-friendly events, including Back-to-School Night, Open House, Senior Parent Night, Academic Planning Night, Chinese Parent Night, and Latino Parent Night. All of these events acculturate parents in the social and academic expectations of the school. The school offers translation services in Mandarin, Cantonese and Spanish to facilitate an understanding of school services, policies, and procedures. E1: Regular Parent Involvement Findings Supporting Evidence Information is shared with parents via online, mail, and School Loop phone. Through School Loop parents and guardians can monitor student academic progress, view class and school Viking Voice activities, and e-mail school staff. In addition, the school’s Mills website website, parent letters, newsletters, and phone dialer system communicate schedule changes and important Letters home to parents (for school functions. The school also uses the district’s online example, 9th grade students Aeries system to inform parents regarding student who are failing after first 3 attendance. weeks) During Academic Planning Night, parents and counselors Phone dialer system discuss the school’s college and career counseling services. Parent conferences, discipline They also review graduation requirements and the function calls/meetings of Naviance in college applications. The PTO provides parents and guardians the opportunity to Parent Teacher Organization inform student activities, fundraising efforts, and the School Site Council (MPC) management of the Mills Excellence Fund. The Mills Planning Council (MPC) includes parent and community members in Field trip chaperones important school decisions. Parents are also encouraged to
149 E1: Regular Parent Involvement Findings Supporting Evidence participate in booster clubs for sports, drama, and music. PTO members successfully launched the 2011 Mills Mania fundraiser. The school hosts an annual 8th Grade Parent Night, Back-to- School Night, and Open House to welcome the community. Parents are involved in Career Day plans and presentations. Parents also volunteer to guide students of Chinese ancestry in strengthening their socio-cultural and linguistic roots.
Use of Community Resources Prompt: How effective is the school use of community resources to support students, such as professional services, business partnerships, and speakers? Mills High School offers students the opportunity to connect with the city of Millbrae and its surrounding communities for valuable learning and leadership experiences. Mills capitalizes on community partnerships to allow for student participation in community events. Community members are also invited on campus for extracurricular events, including career education programs. E1: Use of Community Resources Findings Supporting Evidence Mills invites college and community representatives for Millbrae Police Department Career Day. Career Day is an annual event that connects students to community agencies and professionals. Mills Mania Mills provides students the opportunity for community Corporate giveaways/donations outreach. The CSF Club partners with the Marine Corps for (for science department) its annual Toys for Tots program. CSF also joins with Blood Guest speakers Bank of the Pacific for a bi-annual on-campus blood drive. The Leadership class connects with local charity groups in an Parent volunteers for tutoring effort to provide holiday meals to needy families. The Latina supervision Mentor (LMP) program provides students and staff the Career Day opportunity to donate clothing and money to adopted families. LMP also performs traditional Latin dances at local Provide home stays for visiting retirement homes and other community agencies. Mills Japanese students students also have the opportunity to contribute to the school’s fundraising efforts through The Rotary Club and The Japanese Consulate – tsunami Lions Club. disaster relief fundraiser Mills partnered with the Japanese Consulate for its on- Fundraising campus Tsunami Disaster Relief fundraiser. The Mills Spanish and Cantonese community has also provided a home to visiting Japanese- 150 E1: Use of Community Resources Findings Supporting Evidence exchange students for eight years. interpreters available for The Mills community is involved in major city events such as parent meetings with staff the Millbrae Art and Wine Festival and Relay for Life. Mills School Loop available in Child Development partners with community preschools and Spanish and Cantonese a neighboring elementary school for field trips and internships. Speaker approval list The Millbrae Police Department participates in important school functions, including fundraising, dances, sports, and graduation. The police and fire departments, local merchants, parents, and other community members supported the school’s first Mills Mania fundraiser. Millbrae corporations make significant monetary contributions to the Mills Science Department and Robotics Club. Local attorneys coach the Mills Mock Trial Team and give team members the opportunity to attend an annual Law Day Luncheon. Seniors volunteer at polling sites during election year. Bilingual parents and guardians of Chinese ancestry coach students’ cultural and linguistic competency in Chinese classes.
Parent/Community and Student Achievement Prompt: How does the school ensure that the parents and school community understand student achievement of the academic standards/expected schoolwide learning results through the curricular/co-curricular program? Mills High School communicates individual student’s learning needs by phone and through various written communications, including e-mail. Mills informs the school community of student performance in standardized tests through its newspaper, website, and meetings. E1: Parent/Community and Student Achievement Findings Supporting Evidence MPC and PTO meetings inform the community of student ESLRs performance in state tests. Community members discuss action plans for improving the performance of major Report cards subgroups. School Loop The Dean has established a Student of the Week program. State test results (API, CAHSEE, Every week, the school celebrates the achievement of a male CST, EAP) and a female student who has shown significant progress
151 E1: Parent/Community and Student Achievement Findings Supporting Evidence towards meeting the academic standards. Department Awards & Student The Expected School-wide Learning Results (ESLR’s) provide of the Week recognition guidance for creating action plans aimed at preparing students for high school, college, and career success.
E1. School Culture and Student Support: Additional Findings Prompt: From examining additional relevant evidence, what has been learned regarding the extent to which this criterion is being addressed? E1. School Culture and Student Support: Additional Findings Supporting Evidence The school utilizes a variety of methods for communicating Parent nights student achievement with important stakeholders. Continued development in this domain should focus on giving parents the tools to help struggling students. Teachers need to collaborate with each other, the parents, and the community in order to meaningfully incorporate the newly adopted ESLR’s into the curriculum.
Prompt: Comment on the degree to which this criterion impacts the school’s addressing of one or more of the identified critical academic needs. E1. School Culture and Student Support: Additional Findings Supporting Evidence Increasing parent and community involvement strengthens all three of our critical academic needs. Informing parents of their children’s academic achievement will aid school efforts at increasing the academic competency of all students, especially credit-deficient or underperforming students.
152 E2. School Culture and Student Support Criterion a) To what extent is the school a safe, clean, and orderly place that nurtures learning? b) To what extent is the culture of the school characterized by trust, professionalism, high expectations for all students, and a focus on continuous school improvement?
CRITERION E2 INDICATORS AND PROMPTS
Safe, Clean, and Orderly Environment Prompt: Comment on your analysis of a) the existing policies and use of resources to ensure a safe, clean and orderly place that nurtures learning and b) all aspects of the school with respect to safety regulations. Mills High School provides a safe, clean, and attractive physical learning environment. The administrative staff, teachers, maintenance crew, and students work collaboratively to ensure that Mills is comfortable and aesthetically pleasing. The school custodians maintain the grounds and buildings in excellent condition. The Mills Planning Council (MPC) has approved the purchase of new desks and chairs for students. The Mills staff also works collaboratively to provide students an emotionally safe learning environment. The counseling department and the School Safety Advocate (SSA) are available to assist staff with student concerns. The SSA coordinates on and off campus services for student intervention. Mills requires freshmen to attend the Students Organized Against Prejudice (SOAP) assembly to reinforce respect for diversity. The Mills Peer Helping Club empowers students to help each other with social and emotional concerns. Mills reviews its fire, earthquake, and disaster plans on an annual basis to ensure an emergency response that is current and efficient. Every room on campus is equipped with a portable emergency bag. The school administration has worked closely with the police and fire departments to ensure a safe and orderly campus. There are security staff, campus aides, and service commissioners to enforce the school’s closed-campus policy and safety procedures. E2: Safe, Clean, and Orderly Environment Findings Supporting Evidence Mills updates its action plans on a yearly basis to ensure a School safety plan response to emergencies that is current and efficient. Student-parent handbook Administration conducts a review of the school rules and policies with all students at the beginning of the year. Code of Conduct Mills has improved campus security by adding security School Safety Advocate cameras, training student service commissioners in school supervision, and using KVIK announcements for health and Grief support/counseling safety instruction. The People’s Outreach and Saving Our Health Office World clubs help the staff maintain a clean and orderly environment at Mills. Support group (whole child) The SSA, counselors, and social awareness clubs provide Training for specific emergency
153 E2: Safe, Clean, and Orderly Environment Findings Supporting Evidence support for students to create an inclusive school situations (AED, CPR, First Aid) atmosphere through the SOAP Assemblies, Day of Silence, and Kids Day. Mills enforces a zero-tolerance policy for drug use, bullying and other threats to student well-being. Security cameras have been installed to monitor student behavior.
High Expectations/Concern for Students Prompt: To what extent does the school demonstrate caring, concern, and high expectations for students in an environment that honors individual differences and is conducive to learning? Mills High School offers classes and extracurricular programs that address the diversity in student needs. Mills has created classes to address the social and academic needs of underperforming students. The school also has intensive emotional and psychological support programs for students in need. The Mills community is currently working to redefine success for all students. Nine staff members, a parent, and two students have joined Stanford University’s Challenge Success program to learn effective means for lowering student stress and anxiety on campus. Mills is currently implementing an action plan informed by the Challenge Success program. E2: High Expectations/Concern for Students Findings Supporting Evidence Guided Study classes have been created to catch students Guided Study who are at risk of “falling through the cracks,” as identified by failing grades in two or more eighth and ninth grade Blended Learning classes. In these classes, students are academically and emotionally supported in their efforts to complete their AVID homework, develop study and interpersonal skills, and address the issues that have contributed to their academic Co-teaching, SPED struggles. A therapy intern works with the Guided Studies mainstreaming teacher to provide holistic support to students. 504 accommodations Blended Learning is a course that gives students a chance to earn credit for courses they have previously failed. They use AVID College Tours a software program called Compass Learning that allows students to work at their own pace under the teacher’s Tutoring guidance. Career Center AVID (Achievement Via Individual Determination) is a four- year college-readiness program. AVID teachers coach College Visits student academic competence through Cornell note-taking methods, tutorials, and Socratic seminars. The teachers also Career Day prepare students to take advanced courses. AVID College Tours introduce students to college life. The eligibility GATE 154 E2: High Expectations/Concern for Students Findings Supporting Evidence requirements for this course are: 2.0-3.0 GPA, proficiency in 3 weeks progress report card English and Math CST’s, absence of attendance or discipline th for 9 graders issues, and being in the family to attend college. Mills has developed co-teaching in several courses to Partnership with Stanford’s support Special Education students in mainstream classes. A Challenge Success Program special education teacher and a mainstream teacher work collaboratively to provide differentiated instruction. Latina Mentor Program Mentors Counselors monitor 504 plans to ensure that students are receiving necessary accommodations. 9th/10th grade intervention After the first three weeks of school, a progress report is counselor sent families of 9th graders with at least one F. The 9th-10th Presentations on suicide intervention counselor meets with these students to identify prevention learning needs. Mills offers after school tutoring in a variety of subjects: Referrals to school safety English, Mathematics, Science, and World Languages. advocate
Teachers have an open door policy to help students Peer Helping individually during brunch, lunch, before school or after school. Healthy Kids Survey given in 9th th The Mills Career Center provides support and resources to and 11 grade students exploring college and career choices after high school. Students can sign up to attend the school’s varied college presentations. In addition, students have the opportunity to connect with community agencies and professionals during the school’s annual Career Day. GATE (Gifted and Talented Education) students participate in learning expeditions under the direction of a Mills teacher. Mills participation in the Stanford Challenge Success Program guided staff discussions on student perceptions of well- being, beginning with a review of student responses in a survey on stress and anxiety levels. Additionally, the Healthy Kids surveys provide Mills staff insights into health and safety issues with students. The Latina Mentor Program (LMP) has originally been created to support female students of Latin decent in achieving school success. Over the years, the program has transformed to include all interested female students. Each female student in the program has a female mentor who works for Mills. The mentors are selected based on their
155 E2: High Expectations/Concern for Students Findings Supporting Evidence commitment to provide consistent one-on-one guidance at least twice a month to participating students. The mentors review grades and college plans. They also counsel mentees on issues of self-confidence, independence, and a greater sense of school achievement. The Mills SOAP and Peer Helping clubs organize classroom presentations and school-wide assemblies on suicide prevention every year. The Peer Helping class is designed to teach students peer mediation techniques. Opportunities for students in this class include participation in a weekend retreat, the Peer Helping Club, and Kid’s Day orientation for incoming freshman. 9th grade orientation includes a guest speaker to discuss emotional wellness with students. The SSA supports students and their families in effectively addressing and handling various social and emotional concerns that may arise in high school. Students are referred to the SSA by their friends, parents, teachers, parents, guidance counselors, or assistant principals. Students may also personally request an appointment with the SSA. A therapist intern is also available to counsel students.
Atmosphere of Trust, Respect and Professionalism Prompt: To what degree is there evidence of an atmosphere of trust, respect and professionalism? Collaboration at Mills High School is focused on the needs students and staff. Teachers engage in authentic conversations about school and classroom issues. Norms have been established to emphasize the importance of respect and professionalism in communication. Suggestions for changes are shared in staff meetings and in resource vaults on School Loop. In the classroom teachers model the markers of respect – active listening, responsiveness, and equitable participation. Students are generally respectful towards the faculty and towards each other. Resolution of conflicts and other issues may include help from any or all of the following: Dean of Students, SSA, Counseling Department, and Peer Helping. E2: Atmosphere of Trust, Respect and Professionalism Findings Supporting Evidence Faculty collaboration time is used to share student concerns School Safety Advocate and and instructional strategies. Mills is currently in the process Counseling services of developing Professional Learning Teams to streamline
156 E2: Atmosphere of Trust, Respect and Professionalism Findings Supporting Evidence strategies for addressing specific student and teacher needs. Student Wellness Survey According to the results of the Peer Helpers Survey Peer Helping Class administered in the Spring of 2010, over 70% of Mills students felt that they had an adult confidante on campus. Best Buddies The objective of the survey was to find out if students felt Spectrum Club connected to their school and teachers. Survey results were shared with the staff and the students through the The SOAP assembly Thunderbolt school newspaper. Day of Silence Mills also provides a variety of opportunities for students to mentor each other. Social awareness clubs such as SOAP Rachel’s Challenge and Peer Helping train students to support and assist in Program Improvement conflict resolution. Students are also encouraged to talk to adults about friends and classmates who exhibit Collaboration inappropriate behavior. Code of Conduct Each year students participate in the Day of Silence to recognize the hardships faced by LGBT students and others. This activity is organized by the Peer Helping Club and is supported by the staff. In the Fall of 2010, the Leadership class organized the Rachel’s Challenge Assembly. This assembly reviewed the tragic events surrounding the Columbine shooting, and challenged the Mills community to participate in acts of kindness. The Leadership class organized a club called Friends of Rachel to continue the message of kindness towards others.
E2. School Culture and Student Support: Additional Findings Prompt: From examining additional relevant evidence, what has been learned regarding the extent to which this criterion is being addressed? E2. School Culture and Student Support: Additional Findings Supporting Evidence The staff at Mills supports student development beyond the Surveys classroom. The staff has a large presence at school events, and most of the faculty supervises at least one club or sports Student interviews team. This contributes to student perceptions of Clubs connectedness to school. Campus events (SOAP Teachers and staff work to create an environment that is Assembly, Rachel’s Challenge) safe and supportive. As trust and respect among staff is
157 E2. School Culture and Student Support: Additional Findings Supporting Evidence emphasized, the positive result is that students mirror such behavior among themselves. Students feel comfortable expressing themselves on campus, both inside and outside of the classroom. There has been a greater emphasis in recent years to reach students who have previously been “falling through the cracks,” as evidenced by the new support classes, as well as clubs and activities that focus on reaching out to a broader spectrum of students.
Prompt: Comment on the degree to which this criterion impacts the school’s addressing of one or more of the identified critical academic needs. E2. School Culture and Student Support: Additional Findings Supporting Evidence Through its student clubs and support classes, Mills has Guided Study created more opportunities for students to be supported in the writing process. Students are asked to complete Blended Learning charters, newsletters, and other written sources of AVID/College Tours information. They are challenged to explain their ideas and present their goals in a professional manner. Co-teaching, SPED mainstreaming
With regard to our current critical academic needs: Partnership with Stanford’s Challenge Success Program We support underperforming students in meeting state standards and course curricular expectations by providing Latina Mentor Program support for individual needs through student clubs, School Safety Advocate counseling, and mentorship programs. In the past few years, Mills has instituted several classes and extracurricular Peer Helping programs to address the academic, social, and psychological needs of all students, especially those students who have been identified as at-risk or underperforming.
158 E3 & E4. School Culture and Student Support Criterion
E3. To what extent so all students receive appropriate support along with an individualized learning plan to help ensure academic success? E4. To what extent do students have access to a system of personal support services, activities and opportunities at the school and within the community?
CRITERION E3 AND E4 INDICATORS AND PROMPTS
Adequate Personalized Support Prompt: To what extent does the school have available adequate services, including referral services, to support students in such areas as health, career and personal counseling, and academic assistance? Mills provides a variety of appropriate support to ensure that all students understand the graduation requirements and have a plan to complete the academic core. Counselors meet with each student at the beginning of the school year and create an individualized learning plan. The plan meets the school’s ESLRs by ensuring that students are effective communicators, critical thinkers, self-directed and collaborative learners. Extra-curricular programs target under- performing students to provide for them academic, cultural and social support. Additional educational opportunities are available to serve students who seek an alternative to a traditional high school setting. E3 & E4: Adequate Personalized Support Findings Supporting Evidence Mills has actively identified students who need extra support Guided Study academically and has responded by implementing several classes to address the academic needs of our students, such English/Algebra support classes as Blended Learning, Guided Study, support classes, AVID, Middle College SPED classes, and Co-teaching. Blended Learning Support classes in 9th and 10th grade English and Algebra have been developed to aid students in better New curriculums English/Math understanding the subjects through structured support that AVID identifies specific student needs through the help of formative and summative assessments. Special Ed programs adapted Guided Study classes have been created in both the 9th and PE th 10 grades to help address other student needs beyond IEP academic challenges. The Guided Study classes help students on a more emotional level and address personal issues that 504 plan have affected academic success. Naviance The Blended Learning classes are structured to benefit those GATE students who are lacking in credits, but who understand the subjects and need to work at their own pace in order to Course specific tutoring recover credits and get back on track to graduate.
159 E3 & E4: Adequate Personalized Support Findings Supporting Evidence The AVID program at Mills addresses the student in the Counseling- meet with student middle who may not have traditional access to college. AVID at least twice a year for students are challenged to branch out and take challenging academic planning courses that they might not have traditionally taken, while being supported through the AVID curriculum. Summer school for incoming Freshmen SPED courses and Co-Teaching address SPED needs by investing time and attention to differentiated instruction in “study-buddies” the classroom and collaboration between SPED teachers and SOS general education teachers. Peer Helping, an elective class, gives students the chance to Challenge Success assist other students to help resolve conflicts. It also gives SSA – conflict resolution students a place to share their problems with their peers. Friends of Rachel The various clubs at Mills provide avenues for students to socialize, as well as a time to express themselves in academic Gay-Straight Alliance and creative ways. Best buddies After school tutoring is offered on campus Mondays through District Psychologist Thursdays. Students who have received a D/F in more than two classes are required to attend mandatory tutoring. counseling department Those students’ progress is monitored. Tutoring is overseen CALM group by faculty members, and upper class students tutor in several subjects. One day a week is devoted specifically to Training in Peer Helping class tutoring EL students and providing them with academic content as well as reading support. All students are Boy Scouts/Girl Scouts encouraged to utilize tutoring. Low-cost insurance (County) Mills High School faculty continues to be invested in our Planned Parenthood students’ mental well-being. There are several extra- curricular programs and clubs which meet those needs YMCA including IEPs, 504 plans, SOAP, Rachel’s Challenge, Youth Service – probation lunchtime intramural activities, and Best Buddies. The counseling department and the SSA also meet regularly with LEOs Club identified students who need support. All faculty and staff Rotarians members are trained in the SSA protocol. Mills’ on campus nurse is involved with individual student needs including allergies, athletic physicals, and other medical needs. Mills utilizes community resources to provide for the social, mental, and physical well-being of our students. Our local Boy Scouts and Girl Scouts organizations are well-attended by Mills students. Counselors make sure that the students are aware that the county offers low-cost insurance to many families at Mills. Students are also referred to Planned Parenthood, YMCA, LEOs, Rotarians, and Youth Service.
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Direct Connections Prompt: How direct are the connections between academic standards and expected schoolwide learning results and the allocation of resources to student support services, such as counseling/advisory services, articulation services, and psychological and health services or referral services? Mills High School has several services in place that address students’ academic needs in relation to our ESLRs. The current structure, programs, and forward planning at Mills meet the school’s ESLRs by ensuring that students are effective communicators, critical thinkers, self-directed and collaborative learners. The students at Mills have support from staff and faculty. In addition to academic counseling, the counseling department has part-time interns who work specifically on students’ academic needs, EL issues and emotional well-being. E3 & E4: Direct Connections Findings Supporting Evidence School Loop assists students, teachers, and parents to have English Language Support access to the same information thus creating greater Coordinator communication with all aspects of Mills life including assignments, grades, calendars, and special events. This Academic Support Counselor allows faculty members to create more detailed and Revision of ESLRs to include effective plans for student success. socio-emotional well-being. Naviance is career and college on-line software used by counselors, students and teachers. It includes a learning inventory and career interest survey. All aspects of the college application process, including teacher recommendations, are uploaded on Naviance. Students are therefore more informed about the college application process and their post-high school options. Counselors provide Senior Parent Evening Workshops to assist in areas such as graduation requirements, college planning, and Naviance use. This provides more opportunities for parents and guardians to be informed about post-high school options for their students. Back-to-School Night and Open House provide time for parents to meet with staff to learn about curriculum standards and expectations and see samples of student work. Parents and guardians are more informed about academic expectations and can therefore support their students more outside of school. The School Safety Advocate and counselors meet with students and guide them in times of crisis, depression, violence and suicide.
161 E3 & E4: Direct Connections Findings Supporting Evidence Our English Language Coordinator tracks progress of all English Language Learners to assist in ultimately mainstreaming students, working closely with students, parents, and teachers. Our Challenge Success Team works with Stanford University to help better educate our staff on the pressing emotional needs of the modern teenager, in order to develop lessons and expectations that better serve our students academically and emotionally.
Strategies Used for Student Growth/Development Prompt: Evaluate the types of strategies used by the school leadership and staff to develop personalized approaches to learning and alternative instructional options which allow access to and progress in the rigorous standards-based curriculum. Examples of strategies include: level of teacher involvement with all students, a curriculum that promotes inclusion, processes for regular review of student and schoolwide profiles, and processes and procedures for interventions that address retention and redirection. Mills High School use a variety of opportunities and strategies to help all students succeed. In the year 2011-2012, the staff implemented several new academic programs that focus on specialized and individual support, specifically for at-risk students. Additionally, the staff has proactively identified those students in the first few weeks of the semester and placed them in the aforementioned support classes. These support classes, specifically Guided Study for the 9th and 10th grade, enhance the academic support with addressing behavior and attitude, as well redirecting student habits into a more positive behavior. The counseling department has also added new support staff to continue to support students’ personal and social needs as well as their academic ones. Teachers and counselors and staff communicate regularly about student performance and behavioral issues in and out of the classroom. Procedures are in place for student study teams and interventions. E3 & E4: Strategies Used for Student Growth/Development Findings Supporting Evidence Close communication between teachers, counselors, and IEPs, 504 Protocols parent and guardians is a hallmark of our school’s goal to help underperforming students. D/F list Teachers know their students well enough to develop Three-week 9th Grade progress appropriate and relevant curriculum that meets learning report needs through formative and summative assessments, Meetings with counselors questionnaires, evaluations, and general discussions and writing topics. School Loop Many of our academic support classes offer personalized AVID
162 E3 & E4: Strategies Used for Student Growth/Development Findings Supporting Evidence instruction. Students who are identified as needing extra Three-week Progress Report support (both academic and emotional) placed in the best- suited course in order to aid in their academic and emotional Mandatory Tutoring growth. These courses include Guided Study, Co-teaching Co-Teaching classes, Strategic English Support, and Strategic Algebra Support and offer more individualized support from teachers Field Trips and staff. Class size is limited to allow a better ratio of Letter of Recommendation teacher to students. Sojourn to the Past The AVID Program is offered as an individualized approach to college readiness. Students who earn G.P.A.s between a 2.0 and a 3.0, and who come from non-college backgrounds are recommended by faculty members to enroll in the program. The goal is to support and encourage students to enroll in Honors or AP classes and prepare them for the college experience. Additionally, students receive individualized support in mastering study skills and benefit from weekly tutorials led by student tutors. Mills High School has procedures in place to identify students who need extra support academically and help inform the teacher of special needs through IEPs and 504 plans. Through those plans, the community works together closely to assist students and monitor their learning plans. Accommodations are implemented according to IEPs and 504 plans so that all students are given the best opportunity possible to achieve both inside and outside of the classroom. Blended Learning is an alternative instructional option for students to meet their academic and graduation requirements. In order to quickly identify 9th grade students who may be struggling, a three week progress report is created and mailed out to any 9th grader who is earning a D or F three weeks into the school year. By expediently identifying struggling 9th graders, Mills hopes to work with the student and their parents/guardians to address any issues and create a more individualized academic experience for the student through tutoring, schedule changes, or counseling services. Including as many Special Education students as possible in general education courses is a goal at Mills. The development of Co-teaching in 2011 introduced the concept of one course-specific teacher teaming up with one Special Education teacher and co-teaching a course. The idea of 163 E3 & E4: Strategies Used for Student Growth/Development Findings Supporting Evidence team teaching in collaborations with differentiated instruction, benefits all students in the course and helps address the issue of inclusion at Mills. Our Career Center is open to all students to create a sense of unity and a place where all students have access to computers, internet, and printers. Students use this space to work on projects and assignments, as well receive information about post-high school opportunities.
Support Services and Learning Prompt: To what extent does the school leadership and staff ensure that the support services and related activities have a direct relationship to student involvement in learning, e.g., within and outside the classroom? Particularly, evaluate this with respect to the EL, GATE, special education and other programs. Mills High School continues to build on its strong history of support services and specific educational opportunities. We have an administrative and staff directive/goal to create and implement enrichment classes and extra-curricular activities, such as GATE. EL teachers consistently meet with district-led in services to better equip them to address EL proficiency. Additionally, Mills has several EL classes and has instituted after-school tutoring. Teachers from a variety of disciplines are involved in these programs, and work together to continue to improve these programs for student achievement. Special education students receive support from the counseling department (especially the SSA), from district specialists for work experience and post- high school planning, and social skills competency through such activities as participation in Special Olympics and the Best Buddies Club. E3 & E4: Support Services and Learning Findings Supporting Evidence Extra-curricular activities and classes offered at Mills ensure Counseling that the support services and related activities have a direct relationship to student involvement in learning. For example, Career center, Library open for Mills’ students are actively involved with The Special studying before and after Olympics, Best Buddies Club, SOAP, Workability Program, school Peer Helping, and volunteer tutoring. All students are Tutoring (individual and after welcome to join Viking Crew and take the Leadership course. school) The GATE program at Mills meets regularly and engages in field trips and activities on campus that help engage students GATE with cultural and academic learning. Viking Crew Additional resources are provided for all students. The Directed studies support courses offered at Mills ensure that all areas of need are met. Through Blended Learning, academic support Blended learning courses, Guided Study, EL courses, and college readiness 164 E3 & E4: Support Services and Learning Findings Supporting Evidence classes, such as AVID, all levels of learning are supported on ELD 3-4 campus. SES, SAS, TransELD Health office Best buddies Workability program Transition services for Special Education students Guided Study Blended Learning
Equal Access to Curriculum and Support Prompt: What have you learned about the accessibility of a challenging, relevant and coherent curriculum to all students? What have you learned from examining the demographics and distribution of students throughout the class offerings (e.g., master class schedule and class enrollments)? What type of alternative schedules are available for repeat or accelerated classes (e.g., summer, class periods beyond the traditional school day)? Mills offers a seven period day, which allows for a variety of classes to be offered to students that address their specific needs. Accelerated classes such as Honors and AP are offered throughout the core as well as in the electives. All students can sign up for Honors or AP classes. Students have the opportunity to make up classes in summer school, as well as during the school year. This year, Mills has implemented a Blended Learning class, which allows students to make up their failed classes at an accelerated pace. Students also can be moved into better serving classes at the semester break, as well as during the semester should the need arise. Teachers communicate regularly with counselors and administration to make sure students are in classes that best serve. E3 & E4: Equal Access to Curriculum and Support Findings Supporting Evidence Mills High School offers classes that address all academic Student can choose their own needs of our students and are open enrollment. Students courses have equal access to AP, AS and Honors courses, as well as a wide variety of elective courses, including many ROP courses. Equal access to AP courses, AS, The seven period day provides an opportunity for all Honors (random selection) students to enroll in courses of interest, as well as meet Seventh period classes allow graduation requirements. Mills also offers “bridge” courses extensive AP course offerings to aid students in better understanding and mastering academic work such as Integrated Math and Applied bridge classes (integrated Chemistry. math) Mills High School offers opportunities for students to make Blended Learning classes
165 E3 & E4: Equal Access to Curriculum and Support Findings Supporting Evidence up course work through Blended Learning classes, flexible Guided Study classes scheduling, and summer school. Counselors work closely with students to best advise them on how to go about Coordination between teachers making up courses and credits from given options. & counselors Mills High School faculty consistently reviews its policies and Recommendations of students procedures to make sure that all student needs are met. Summer school for incoming Teachers are made aware of students who are credit freshman –or adequate deficient or may be at risk of not completing graduation personal support requirements. Counselors meet regularly with students to review academic plans and discuss educational options. Counselors also meet with individual students to plan schedules and advise on college options and procedures. The master schedule is reviewed and crafted with the student’s interest in mind. Courses are offered and developed to try to meet student demand and interests.
Co-Curricular Activities Prompt: To what extent does the school leadership and staff link curricular and co-curricular activities to the academic standards and expected schoolwide learning results? Mills has several curricular and co-curricular activities that support student learning and academic standards. Many clubs are devoted to academics, culture, community, and student support. Students feel that they have a place at Mills, and that there is a place for them to engage in their interests. Many co-curricular activities encourage student participation with each other, as well as the community. Currently there are eighty clubs that address the diverse backgrounds and interests of Mills students. E3 & E4: Co-Curricular Activities Findings Supporting Evidence Through co-curricular activities, students learn to be critical Academic Clubs/Classes thinkers, effective communicators and members of a global community, all which support our ESLRs. Many co-curricular Community-based Activities activities also support students’ academic learning goals. and Clubs In academic clubs students critically think and write Cultural Clubs/Activities persuasive arguments as well as enhance their Leadership Activities/Student – communication skills. led Activities: Rallies, Talent Cultural and community based clubs and activities encourage Show, International Assembly & students to broaden their understanding of the world. Food Festival, Sports, Food Leadership activities support student engagement with the Fairs, Special Olympics, Drama school as well strengthens student abilities to be effective & Musicals communicators.
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Student Involvement in Curricular/Co-Curricular Activities Prompt: Comment on the effectiveness of the school process for regularly evaluating the level of student involvement in curricular/co-curricular activities and student use of support services. Mills has conducted surveys to evaluate the involvement of students in multiple extra-curricular activities and found that many students are involved; however 62% have felt the need to reduce their participation in activities. Mills students are aware of the variety of services available to them, both academic as well as social/mental. E3 & E4: Student Involvement in Curricular/Co-Curricular Activities Findings Supporting Evidence The Healthy Kids Survey helps Mills to better understand and Clubs monitor the needs of its student body. The latest survey indicated that 62% of students felt the need to reduce their Leadership participation in activities. In response to this data, Mills is Sports rosters working on how we can better serve and direct our students when dealing with stress and time management. The Special Olympics Challenge Success Team on campus has presented the Percentage of students findings to the faculty and staff and has begun an important involved discussion regarding school work and how it relates to student stress. Community service The counseling department and SSA regularly assess the Healthy Kids Survey number of students referred and level of need in order to better serve and support our students. The SSA addresses Challenge Success Student and educates the faculty and staff on how to handle Survey situations and what we can do as a faculty to help reduce Club Advisors student stress and bring about balance for our pupils. Student involvement in sporting teams is an indicator that is used to help assess the level of student involvement at Mills, as are the number of club members and participation in food fairs, rallies, and other school-related activities such as lunchtime events and intramural sports. Each club has a teacher advisor who is aware of the number of students in their clubs. Most teachers at Mills advise at least one club or sport. The Challenge Success Team worked with Stanford to develop a student survey in order to better assess student needs and involvement in activities both on and off campus. With the new information, the Challenge Success Team presented the data to the faculty and staff and are currently using the information to help direct future support services and activities on campus.
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Student Perceptions Prompt: Comment on the student view of student support services after interviewing and dialoguing with student representatives of the school population. Students at Mills High School have a variety of opportunities to express their academic, mental and social needs. Through surveys and general dialogue, students are able to express their needs and concerns through a variety of avenues and feel served the by the school and its faculty and staff. Students may hold a variety of positions on campus, from sitting on the MPC, to being involved with student government and leadership, and can influence the decisions made by the staff that directly affect their education and environment. E3 & E4: Student Perceptions Findings Supporting Evidence Student participation in the variety of extra-curricular The Thunderbolt newspaper activities illustrates the fact that they feel safe and supported to pursue their individual interests. The school Challenge Success Survey newspaper regularly runs editorials from students on Healthy Kids Survey campus regarding student-centered issues, Yearbook class provides an outlet for student creativity, and the Challenge Students members on MPC Success Survey allowed students to express opinions and Leadership class interests, as well as the Healthy Kids Survey. Drama, music and sports also involve students and provide an avenue for Yearbook students to express their needs and interests. Students feel Music Performances and that they can be honest and respected when they express Festivals their opinions and beliefs on campus. Many clubs share/express social and emotional issues with the entire Drama Productions staff and the student population through assemblies and rallies. SOAP Assemblies Students are invited to sit on the MPC panel and provide input on how the school is functioning and funding programs.
E3 and E4. School Culture and Student Support: Additional Findings Prompt: From examining additional relevant evidence, what has been learned regarding the extent to which these criteria are being addressed? E3 and E4. School Culture and Student Support: Additional Findings Supporting Evidence Mills continues to build programs that provide academic Support classes support for all students. In recent years, the Strategic English and Algebra classes, Guided Study, Blended Learning and Co- Student grades teaching classes have targeted specific populations that need Standardized tests extra assistance. Students receive individual support from 168 E3 and E4. School Culture and Student Support: Additional Findings Supporting Evidence counselors and staff on a regular basis. The staff at Mills Counseling logs communicates with each other as well as parents and guardians about student performances and makes Counseling interns appropriate changes when needed. Students have improved School Safety Advocate academically by getting better grades in their core classes and scoring better on standardized tests. Student clubs and activities Mills also continues to establish programs that support Student surveys students’ social and emotional needs as well as academic. Counseling interns and the School Safety Advocate meet with students individually and communicate to staff about specific issues that students face. Communication has been improved in recent years, as has been the protocol to nominate students for specialized help. Additionally clubs and activities that promote student involvement continue to be encouraged by the faculty. These clubs and activities embrace our students’ unique backgrounds, cultures and interests and provide a place for students to share in these interests. Students at Mills have reported that they feel close to at least one faculty member. These programs and activities give students a sense of belonging at Mills.
Prompt: Comment on the degree to which these criteria impact the school’s addressing of one or more of the identified critical academic needs. E3 and E4. School Culture and Student Support: Additional Findings Supporting Evidence While Mills High School has targeted specific populations Support classes who need additional academic support, not all students are Course activities performing at a proficient level on school, district and state assessments. Therefore, the support programs that have Extracurricular clubs been established in recent years need to continue to be sustained. These programs address our Critical Academic Need to support underperforming students in meeting state content standards and course expectations. Additionally, Mills needs to continue to promote students’ personal and cultural connections to our school by providing opportunities for students to express themselves and get involved in activities that are relevant to their cultures and backgrounds. These opportunities should be encouraged within classes as well as in extra-curricular activities.
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WASC Category E. School Culture and Support for Student Personal and Academic Growth: Strengths and Growth Needs
Category E. School Culture and Support for Student Personal and Academic Growth: Areas of Strength • Mills High School has continued to work on developing a safe learning environment and positive teacher/student rapport. • Mills High School has many programs, clubs, classes and extra-curricular activities that engage students in all areas of need. These clubs provide Mills students with places to go and feel at home. New clubs are created every year that speak to student interests and goals. • Mills High School has implemented several programs that specifically focus on students’ emotional and psychological health, as well as hired a School Safety Advocate and counseling interns that work students on a one-on-one basis. In addition, there are two new classes that have a counseling segment built into their curricula. • Teachers at Mills High School continue to communicate on ways to lessen student stress and focus on creating meaningful lessons and projects that connect across the curriculum. Many teachers have an open door policy, and encourage students to seek help (for academic and other problems). • The Leadership class continues to create activities (during school and after) that encourage student participation, thus building on a greater sense of community. • Mills High School is committed to engaging the community in our programs, through club activities, Career Day, Back to School Night and Open House, and events in the community that Mills High School students participate in. Additionally, Mills High School encourages community feed-back on school policies through surveys, the Mills Planning Council and Parent Organizations.
Category E. School Culture and Support for Student Personal and Academic Growth: Areas of Growth • Mills High School is a high performing school, many of our students move on to successful and challenging college careers. As such, standards are high for our students, which can lead to many feeling overwhelmed and stressed. Therefore, the faculty at Mills needs to continue to work on creating a school environment and work load that are more manageable for students. While some collaboration time is spent focusing on this critical need, more time needs to be devoted to it, and communication across departments should continue to be encouraged. • Discussion of goals and procedures needs to be more effectively communicated between administration and staff.
170 Prioritized Areas of Growth Needs from Categories A through E
Prioritized Areas of Growth • Incorporate on a more course-to-course basis the regular communication of schoolwide goals and ESLRs to students tying-in our lessons to said goals. • Continue developing differentiated instructional strategies/policies to meet the needs of all students • Identifying and removing barriers at the school site that inhibit academic achievement of low-performing students (instructional policies, late work, make-ups, grading, test re- takes, etc.) • Academic Skills – improve critical thinking, study skills, time management, goal setting, communication with peers and faculty • Providing more real-world experiences and professional skills (resume, interviews, etc) • Creating a school environment and work load that are more manageable for students (and teachers), since it seems that everyone is over-worked and stressed-out.
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Chapter V Action Plan
Development of the Schoolwide Action Plan Once the rough draft of the Self-Study was completed in early November of 2011, the staff met as a whole to develop the Action Plan. A list of the Areas of Growth from each Focus Group was distributed. Staff members prioritized the list and then worked in small groups to create define their top three or four possible action plan goals. Posters were made, and the entire staff voted on four action plan goals. The Leadership Team developed the winning goals into the initial Action Plan, which was then reviewed by a cross-curricular team of teachers, and Department Heads. The complete Action Plan was shared with the faculty during our workday in January. Teachers offered feedback and revisions were made. The growth areas that rose to the surface during the Self-Study supported and reconfirmed the critical needs that had been identified during the review of the ESLRs in the spring of 2011. It has been our goal to create achievable action plans that will start in small, focused ways and eventually ripple outward to affect the whole school. It has been our goal to create an Action Plan that will work with the development of Professional Learning Communities.
172 Chapter V: Schoolwide Action Plan
Action Plan #1: Increase the academic success of all students with a special emphasis placed upon students within statistically under-performing subgroups (Socio-Economically Disadvantaged, Latino, English Language Learners, and Special Education). Rationale: Self-study findings indicate that students from the Socio-Economically Disadvantaged, Latino, English Language Learners, and Special Education subgroups are not completing the Academic Core or fulfilling CSU/UC eligibility requirements at the same rate as the school average. The achievement gap between the highest- and lowest-performing subgroups is also apparent in proficiency rates on standardized state tests. Continued emphasis on identifying, monitoring, and mentoring all CP students in meeting the Academic Core and CSU/UC eligibility will provide increased access to post-high school success. Supporting 2010-2011 Data: 6-Year Growth Targets: • Academic Core • Increase in the number of students • CSU/UC Eligibility meeting CSU/UC eligibility • Student Grades • Increase in the number of students • CAHSEE Pass/Proficiency Rates completing the Academic Core • CST Proficiency Rates • Increase in the number of students • CELDT Language Proficiency Rates performing at proficient or above on the • District Common Assessments CAHSEE and CST • Increase the enrollment in upper level CP and AS/Honors/AP classes of under- represented subgroups • Decrease in D/F rates for all subgroups ESLRs Addressed: • Healthy and Responsible Individuals, Effective Communicators, Critical and Creative Problem Solvers
Monitor Progress Tools: Report Progress: • Academic Core • Faculty Meetings • CSU/UC Eligibility • Department Meetings • Student Grades • Academic Senate • CAHSEE Pass/Proficiency Rates • Mills Planning Council • CST Proficiency Rates • Professional Learning Teams • CELDT Language Proficiency Rates • School Board Reports • District & Site Common Assessments
173 Action Plan #1: Increase the academic success of all students with a special emphasis placed upon students within statistically under-performing subgroups (Socio-Economically Disadvantaged, Latino, English Language Learners, and Special Education). TASKS RESPONSIBLE RESOURCES ASSESSMENT OF TIMELINE REPORTING PERSON(S) IMPROVEMENT Continue AP of Instruction Program Progress students 2012-2013 Teachers share implementation of Improvement make in support results during PI Teams Program collaboration time classes along with faculty meeting. Improvement Teachers of progress made in Articulation support classes support classes those classes process (SES, SAS, Trans students need English Learner ELD). Section allotment support in Specialist to ensure Analyze 6-week appropriate Tutoring Team progress reports numbers of for students in students in the support classes support classes Tracking student
success in subsequent years. Continue AP of Instruction Collaboration Time Monitor student 2012-2013 Teachers and implementation of progress. Academic Support Teachers of Guided Section Allotment Guided Study to Counselor share Study Analyze 6-week provide results during progress reports social/emotional Academic Support faculty meeting. support for Counselor Track student students. success in Counselors subsequent years. Dean
Tutoring Team
174 Action Plan #1: Increase the academic success of all students with a special emphasis placed upon students within statistically under-performing subgroups (Socio-Economically Disadvantaged, Latino, English Language Learners, and Special Education). TASKS RESPONSIBLE RESOURCES ASSESSMENT OF TIMELINE REPORTING PERSON(S) IMPROVEMENT Increase the AVID Coordinators Time during faculty Number of Spring 2012 – AVID Team and enrollment of meetings to share students who request Students AVID Teachers students in AVID AVID strategies, complete 4 years of nominations and the use of All Teachers success stories and AVID Fall 2012 – Share AVID strategies by nominate potential Increased number previous year’s teachers. new AVID students. of students success stories Increase the participating in number of teachers AVID trained in AVID
strategies. Recruit and train Counselors Peer tutors Student Scheduling Spring 2012 – Counselors Peer Tutors for ongoing Support, GS, and Elective Credit Teachers support classes, AVID teachers Guided Study, and Hourly Student Pay Peer Tutors AVID. Academic Support Rate Counselor Continue Counselors Teacher tutors Attendance at Spring 2012 – Academic Support implementation of tutoring sessions ongoing Counselor Academic Support Peer tutors after-school Counselor Grades of students Teacher tutors tutoring program Hourly pay rate for attending tutoring including Dean students and regularly mandatory tutoring teachers contracts. Tutoring Team Investigate tutorial AP of Instruction Visit and observe Information shared Spring 2012 – Tutoring Team sessions embedded other schools’ from investigation,
175 Action Plan #1: Increase the academic success of all students with a special emphasis placed upon students within statistically under-performing subgroups (Socio-Economically Disadvantaged, Latino, English Language Learners, and Special Education). TASKS RESPONSIBLE RESOURCES ASSESSMENT OF TIMELINE REPORTING PERSON(S) IMPROVEMENT in the school day. Tutoring Team tutoring programs applicability to research – “LunchNet” Mills
Sample schedules Decision to
implement District support of embedded tutorial schedule or other possibilities Implementation of AP of Instruction Manager of Special Implementation of Spring 2012 – Participating best instructional Programs at District workshop at school ongoing teachers PD Coordinator practices to Office site or attendance EL teachers support English EL Teachers of teachers at Faculty Meetings Language Learners outside PD including the opportunities development of academic language in mainstream classes and specific strategies to support Long-Term English Language Learners. Assess the Co- AP of Instruction Section allotment Master Schedule Spring 2012 - Special Education teaching Program ongoing Teachers Special Education Special Education Student success and expand the use Teachers Department Co- Co-Teachers of co-teaching Mainstreaming of Chairs
176 Action Plan #1: Increase the academic success of all students with a special emphasis placed upon students within statistically under-performing subgroups (Socio-Economically Disadvantaged, Latino, English Language Learners, and Special Education). TASKS RESPONSIBLE RESOURCES ASSESSMENT OF TIMELINE REPORTING PERSON(S) IMPROVEMENT strategies. Co-Teachers Special Education students
Examine the AP of Instruction Collaboration Time Guidelines for the 2012 – 2013 AP of Instruction implementation implementation of Special Education Special Education and effectiveness a modified Teachers Department Co- of a modified curriculum. Chairs curriculum for College Prep special education teachers of Special students in Education mainstream students. classes. Encourage Instructional Aides On-line software Participation of Spring 2012 – Special Education instructional aides (APEX, Compass instructional aides ongoing Department Co- Special Education to participate in Learning) in professional Chairs Department professional development development activities. activities to further their knowledge of instructional practices and content area standards. Research and PD Coordinator Professional Teacher peer Fall 2011 – Co- Co-teachers share implement Development observation Teaching experiences and
177 Action Plan #1: Increase the academic success of all students with a special emphasis placed upon students within statistically under-performing subgroups (Socio-Economically Disadvantaged, Latino, English Language Learners, and Special Education). TASKS RESPONSIBLE RESOURCES ASSESSMENT OF TIMELINE REPORTING PERSON(S) IMPROVEMENT professional Tech Coordinator Coordinator will Analysis of student Spring 2012 - PLC strategies. development organize opportunities to Data Coordinator collaboration for Feedback from teachers and improve instruction Administration learning teams. for specific student surveys Teachers of subgroups. common students Pass rates, test will share ideas and scores develop/implemen t strategies. Reach out to the community for support. Integrate Teachers Measure O Funds Students will Fall 2012 Teachers technology into the master information Tech Coordinator curriculum to literacy skills. enhance student learning. Increase Counseling Utilizing existing Healthy Kids Spring 2011 – Counseling and communication department collaboration time Survey, student Challenge Success Teacher Leaders among teachers and programs to performance and share results Teachers about at-risk discuss at-risk improvement students Faculty students. Spring 2012 – share Parent feedback (academic, social ideas School Safety Research practices and emotional Track teacher Advocate that other schools well-being). communication on
178 Action Plan #1: Increase the academic success of all students with a special emphasis placed upon students within statistically under-performing subgroups (Socio-Economically Disadvantaged, Latino, English Language Learners, and Special Education). TASKS RESPONSIBLE RESOURCES ASSESSMENT OF TIMELINE REPORTING PERSON(S) IMPROVEMENT Dean have implemented School Loop Campus Security Using information from Challenge Parents Success Academic Support Educate parents on Counselor School Loop uses – add electronic “contact” record for each student Academic Support Counselor will continue to target and work with at- risk students. Time for teachers and counselors to meet for identification and intervention of at- risk students. Diversify upper Counselors Time during rallies Enrollment Spring 2011 – Counselors level honors and AP to perform skits numbers better Teacher AVID Students AP/Honor Teachers elective courses. with the theme of reflecting the Nominations Teachers Honors/APs demographics of AVID Team Spring/Fall 2012 –
179 Action Plan #1: Increase the academic success of all students with a special emphasis placed upon students within statistically under-performing subgroups (Socio-Economically Disadvantaged, Latino, English Language Learners, and Special Education). TASKS RESPONSIBLE RESOURCES ASSESSMENT OF TIMELINE REPORTING PERSON(S) IMPROVEMENT classes. the school Recruitment Sections of Number of Spring 2013 - AP/Honors classes students who Rallies offered. complete 3+ years of AVID Continue awarding students of the Increased number week – highlighting of students the students who participating in are challenging AVID themselves. Counselors contact parents to encourage student enrollment. Tutoring and support for honors/AP students. Increase Principal Bilingual More parents on Spring 2012 – initial MPC Minutes involvement in Certificated Staff MPC – participate calls home AP of Instruction parent groups in school programs Principal and Fall 2012 – including ELAC, the EL Department and better Counselors will improved parent Latino Parent Chair understand contact parents representation Group, and PTO. academic using Connect-Ed.
180 Action Plan #1: Increase the academic success of all students with a special emphasis placed upon students within statistically under-performing subgroups (Socio-Economically Disadvantaged, Latino, English Language Learners, and Special Education). TASKS RESPONSIBLE RESOURCES ASSESSMENT OF TIMELINE REPORTING PERSON(S) IMPROVEMENT English Learner requirements. Specialist Demographics of Counselors parent participation will MPC Chair reflect the school’s diversity
Provide AP of Instruction Peninsula Conflict Parent 2012 – 2013 Counselors educational Resolution Center participation in Counselors Parent Surveys opportunities for evening workshops School Safety parents including English Learner Advocate strategies for Specialist supporting struggling students.
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Chapter V: Schoolwide Action Plan
Action Plan #2: Improve students’ literacy and communication skills by improving students’ ability to receive, process, and express ideas through reading, writing, verbal and other forms of communication including technology skills. Rationale: Students’ literacy and communication skills are essential for academic success across all disciplines. Self-study findings and teacher observation indicate the need to improve students’ reading comprehension and academic writing skills. There is a need to develop students’ ability to process information using problem solving and critical thinking skills so they can effectively communicate creative and original ideas. Cooperative learning and structured peer interactions will further support students in developing literacy and communications skills. The ability to use technology will complement all forms of student communication.
Supporting 2010-2011 Data: Growth Targets: • Classroom Observation • Increase in the number of students • Student Grades meeting EAP proficiency • EAP College Preparedness Rates • Increase in the number of students • CAHSEE Pass/Proficiency Rates meeting CAHSEE proficiency • CELDT Language Proficiency Rates • Increase the enrollment in upper level World Language and Visual/Performing Arts classes • Increase the number of students completing Career Technical Education pathways
ESLRs Addressed:
• Effective Communicators • Critical and Creative Problem Solvers
Monitor Progress Tools: Report Progress: • Peer Reciprocal Coaching • Faculty Meetings • Department Collaborations • Department Meetings • Lesson Plans • Academic Senate • Student Samples • Mills Planning Council • EAP, CAHSEE, & CELDT Results • Professional Learning Teams • Enrollment in World Language, • School Board Reports Visual/Performing Arts, and Career • Student Presentations Technical Education classes • Open House
182 Action Plan #2: Improve students’ literacy and communication skills by improving students’ ability to receive, process, and express ideas through reading, writing, verbal and other forms of communication including technology skills. TASKS RESPONSIBLE RESOURCES ASSESSMENT OF TIMELINE REPORTING PERSON(S) IMPROVEMENT Teach and improve Departments Collaboration time Pre-test and post- Fall 2012 – pretest Teacher Leaders reading and literacy test within the strategies (PLC) Teachers Library resources skills using a variety classroom Spring 2013 – of sources. Program Texts, Student note- evaluate strategies Improvement supplemental taking of readings Coordinators books, and other supplemental Answer to post- District curriculum reading materials reading questions councils KWL and other Summative and
literary strategies formative assessments of Professional readings development Write a summary National Standards of readings blueprint Improved Science laboratory performance on equipment the procedure of science lab experiments Teach students to Departments Collaboration time Write self- Fall 2013 – PLC Teacher Leaders – communicate and evaluation that work to develop AS Teachers Library evaluate their utilizes critical communication Open House interpretation of District curriculum Texts, vocabulary terms. skills historically and councils supplemental Quality and variety Spring 2013 – culturally relevant books, and other
183 Action Plan #2: Improve students’ literacy and communication skills by improving students’ ability to receive, process, and express ideas through reading, writing, verbal and other forms of communication including technology skills. TASKS RESPONSIBLE RESOURCES ASSESSMENT OF TIMELINE REPORTING PERSON(S) IMPROVEMENT themes through a Journalism class supplemental of artistic projects develop student variety of artistic (Thunderbolt) reading materials improves evaluation forms such as art, (determined by practices Professional ceramics, dance, VAPA classes rubric) development music, video English classes Students believe production, drama Computer-based that the arts are and creative research more relevant and writing. Classroom books enjoyable to them (determined by a Musical survey of students) instruments
Video recording and editing equipment Art and ceramic supplies Implement the Teachers PD on student Improve 2013 Faculty meetings collaboration of groups assignments (ex: Students small groups of Lab reports) PD – problem students to solve solving skills problems.
184 Action Plan #2: Improve students’ literacy and communication skills by improving students’ ability to receive, process, and express ideas through reading, writing, verbal and other forms of communication including technology skills. TASKS RESPONSIBLE RESOURCES ASSESSMENT OF TIMELINE REPORTING PERSON(S) IMPROVEMENT Student will AP of Instruction Teacher Written Fall 2012 – PLC PLC and AS demonstrate collaboration assignments discuss writing in critical thinking in demonstrate all departments Staff their writing. All teachers and greater use of development/adop support staff academic t vocabulary. Critical thinking Written style, practical assignments rubric Broaden students’ AP Instruction Counselors – time Enrollment in WL, Spring 2012 – API ability to with students to VPA and CTE Counselors help Counselors Counselors communicate and emphasize elective courses students with next convey ideas by Teachers possibilities and year’s schedules Graduation rates of increasing the importance of WL, students enrollment of VPA and CTE selecting/following students in WL, courses. a career path VPA and CTE Information courses. packets sent home to help parents and students understand possible courses for the following year.
185 Action Plan #2: Improve students’ literacy and communication skills by improving students’ ability to receive, process, and express ideas through reading, writing, verbal and other forms of communication including technology skills. TASKS RESPONSIBLE RESOURCES ASSESSMENT OF TIMELINE REPORTING PERSON(S) IMPROVEMENT Implement Instructional Train teachers on Student samples – Spring & Fall 2012 Instructional school/district Technology techniques to teach E-portfolios, – train teachers Technology technology plan. Coordinator students spreadsheets, Coordinator technological PowerPoint Tech Committee Teacher Leaders literacy – Presentations, Information presentations, etc Literacy Embed research Instructional Collaboration Time Student samples – Fall 2012 - ongoing Instructional process skills into Technology E-portfolios, Technology Release Time the curriculum. Coordinator spreadsheets, Coordinator Professional PowerPoint Librarian Teacher Development Presentations, Teachers presentations, etc
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Chapter V: Schoolwide Action Plan
Action Plan Goal #3: Create a school environment where students and staff foster personalized academic and extra-curricular experiences. Rationale: Based on the School Climate survey results from the spring of 2010, student observations, individual and group discussions with students and staff, there is a need to improve the school climate and redefine success for our students. Our school community has identified an increase in student stress, mental health issues, academic dishonesty and lack of student engagement with their academics. Steps need to be taken to develop an engaging and relevant academic experience that helps students explore their interests and passions, and cultivate a sense of pride and ownership for our campus and community.
Supporting 2010-2011 Data: Growth Targets: • Challenge Success School Climate • Increase the percentage of students Survey reporting they have at least one adult in • Student Observations the school they connect with. • Staff & Student discussions • Increase the percentage of students • Healthy Kids Survey 2009/2010 feeling relevance of the assignments to their learning. • Decrease the occurrence of academic dishonesty. • Increased attendance at and participation in school events • Decreased truancy and suspension/expulsion rates. • Increase rates of stakeholder satisfaction on surveys. ESLRs Addressed: • Healthy & Responsible Individuals, Critical and Creative Problem Solvers, Community Contributors Monitor Progress Tools: Report Progress: • Attendance at school events • Report attendance and • Participation in extracurricular participation rates during staff activities – clubs, sports, and MPC meetings volunteer work, etc. • Generate school roster to show • Surveys extra-curricular participation of • Attendance/Truancy Rates each student • Discipline/Suspension Data • Share growth with district office • School Safety Advocate Data to be included on monthly Savvy Source
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Action Plan Goal #3: Create a school environment where students and staff foster personalized academic and extra-curricular experiences. TASKS RESPONSIBLE RESOURCES ASSESSMENT OF TIMELINE REPORTING PERSON(S) IMPROVEMENT Redefining success PD coordinator Utilizing Surveys Spring 2012 – Counselors and recognizing collaboration time Professional AP of Instruction Challenge Success Department self-growth in the to develop and test Development Data Meetings classroom. Teachers ways to redefine Fall 2012 – success Teacher Professional Students implement observations Learning Challenge Success strategies Communities Participants sharing data Teachers sharing best practices
Begin dialogue Principal Collaboration time Surveys Fall 2012 – within Department Heads about grading Department – Academic Senate AP of Instruction Funding for new Challenge Success policies, courses enrollment/ Data Analyst Data dropping, and Professional Teachers other course Development to offerings with the District Office discuss different goal of promoting types of success for assessments students at all levels.
188 Action Plan Goal #3: Create a school environment where students and staff foster personalized academic and extra-curricular experiences. TASKS RESPONSIBLE RESOURCES ASSESSMENT OF TIMELINE REPORTING PERSON(S) IMPROVEMENT Continue to create AP Instruction Presentations on Observations/ Spring 2012 – Learning Teams and expand upon cultural research Spring 2013 AP Admin Services Walk-throughs Department Heads engaging culturally Collaboration time relevant curriculum PD Coordinator Student to develop and activities. presentations and Challenge Success culturally relevant projects Team curriculum Teachers International Assembly Learning Teams Follow-up Career Career Center Juniors Career Each teacher is Spring & Fall 2012 Faculty Meeting Day project – Shadowing assigned 3 juniors – Development Counseling Econ Teachers Economics to advise and assist PLC meetings to Fall 2013 – students create a AP of Instruction with job shadowing develop curriculum implement Career & Life Plan and grading rubrics Project Econ Teachers for Career & Life Project Collaboration time
189 Action Plan Goal #3: Create a school environment where students and staff foster personalized academic and extra-curricular experiences. TASKS RESPONSIBLE RESOURCES ASSESSMENT OF TIMELINE REPORTING PERSON(S) IMPROVEMENT 1-4-3 Challenge: Teacher Funds for prizes % attendance at Fall 2012 Faculty Meetings – Increase student committees events Teachers share Subsidized funds participation and results from their Department Chairs for ticket discounts Punch th attendance by 4 period students cards/stickers on ID challenging every Coaches Staffing/sections card Announcements student (1) to Team Captains Funds for recognizing newly attend 4 different Student surveys active students and school activities, Club Advisors advertising leading 4th periods bringing 3 friends. Students 4th Period Teachers monitor punch/sticker card
Organize clubs to Assistant Principal Investigate Participation in Fall 2013 – assess Renaissance recognize the of Administrative Renaissance Club to Jefferson Awards – 1-4-3 challenge Advisor/Teacher achievements of Services incorporate ideas Jostens Fall 2014 – students groups into existing clubs, Leadership class Implementing new implement club that are Possibly purchase cross-club events or traditionally not AP of Instruction curriculum projects recognized and Training for the promote teamwork AP Admin Services students and collaboration Clubs between different Funds for clubs. Students and advertising, Cross- Teachers club coordinator
190 Action Plan Goal #3: Create a school environment where students and staff foster personalized academic and extra-curricular experiences. TASKS RESPONSIBLE RESOURCES ASSESSMENT OF TIMELINE REPORTING PERSON(S) IMPROVEMENT Investigate adding Principal Research and visit Possible addition of Spring 2012 – Teacher Leaders an advisory class schools with an advisory – Research share findings and District Office and/or an advisory model assessment of make suggestions embedding Teacher Leaders student support/ Time for meeting Site to vote on tutoring program. improvements changes (“LunchNet”). District and site support for adding an advisory class Address issues to Challenge Success Collaboration Time Surveys Fall 2012 – Challenge Success deal with and Team Challenge Success Team Student Student interviews reduce student Team Teachers observations stress. Teacher
Counselors PD observations Spring 2012 – share Master calendar of findings from due dates for major survey projects Create additional Administration Collaboration Time Student Grades Spring 2012 Administrator supports for th Counselors District and site Student Survey Teachers transitioning 9 funds to support grade students Teachers teacher salary. including the possibility of a Summer Bridge program.
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Chapter V: Schoolwide Action Plan
Action Plan Goal #4: Research, develop, and implement effective schoolwide collaborative practices to improve student learning and build a sense of community amongst all stakeholders. Rationale: Research and past experience show that many successful programs come from discussions started in collaborative teams. Professional Learning Communities will foster differentiated instruction to help better serve all students. Currently some teachers and departments have developed common practices and the new practices have proven to be effective in improving student learning. Collaboration amongst teachers empowers educators to be genuine school leaders of change on campus and encourages a sense of community amongst faculty, staff and students.
Supporting 2010-2011 Data: Growth Targets: • Social Science horizontal and • Increase collaboration among the vertical alignment professional education community • 9th & 10th grade English PI • Vertical and horizontal alignment by alignment department and course-alike • Algebra 1-2 PI alignment • Common assessments by department • District and Departmental and course-alike Common Assessments • Increase in the number of students • Faculty Feedback meeting CSU/UC eligibility and completing the Academic Core • Increase in the number of students performing at proficient or above on the CAHSEE and CST ESLRs Addressed: • Healthy & Responsible Individuals • Critical and Creative Problem Solvers
Monitor Progress Tools: Report Progress: • CAHSEE data • Faculty Meetings • Common Assessments • Learning Teams • Student/Parent Surveys • Department Meetings • D/F List • Council Meetings (MPC, AS, PD, • A-G Requirements MPG, etc) • Collaboration Schedule/Times • Present progress to the Board • Benchmarks (SPSA) • Faculty Feedback/Surveys
192 Action Plan Goal #4: Research, develop, and implement effective schoolwide collaborative practices to improve student learning and build a sense of community amongst all stakeholders. TASKS RESPONSIBLE RESOURCES ASSESSMENT OF TIMELINE REPORTING PERSON(S) IMPROVEMENT Research and Administration Collaboration Time Collaboration Logs Spring 2012 PD Coordinator develop Learning Leadership Team Professional Lesson Plans 2013-2014 – Learning Teams Teams to target Development evaluate student needs and PD Coordinator Observations/Walk AP Instruction effectiveness and maximize • Sharing best -throughs make appropriate embedded Data Coordinator practices Formative and changes collaboration time Tech Coordinator • Trainings Summative for teams to share 2014-15 – Re- Assessments best practices, Teachers assess needs and review student modify Learning data, and Teams as needed. participate in professional development.
Provide Administration Collaboration Time Student 2012 – 2013 Administration collaboration time Achievement Data Leadership Team Common Prep Leadership Team for Learning Teams Periods to identify essential PD Coordinator PD Coordinator standards, align curriculum, and develop formative assessments.
193 Action Plan Goal #4: Research, develop, and implement effective schoolwide collaborative practices to improve student learning and build a sense of community amongst all stakeholders. TASKS RESPONSIBLE RESOURCES ASSESSMENT OF TIMELINE REPORTING PERSON(S) IMPROVEMENT Provide Administration Collaboration time Lesson Plans Spring of 2012 – Department Heads Professional PLC training Leadership Team PD on Assessments Learning Teams Development differentiated Fall 2012 – training to include PD Coordinator CAHSEE Student instruction implementing differentiated presentations Data Coordinator D/F List practices instruction for literacy strategies Tech Coordinator Spring 2013 – and cross-curricular evaluate practices instruction. Department Heads Teachers Organize Administration Meeting time, Faculty surveys Spring 2012 Principal Professional potential calendars, PD Coordinator Changes to Each semester PD Coordinator Development/ changes instruction time, Collaboration Data Coordinator calendar calendar to accommodate Department Heads learning teams.
Collaboration of Principal Google Apps for Lesson Plans Spring 2012 PD Coordinator best practices Education Teachers Feedback – student Tech Coordinator among our faculty, Money to purchase and faculty staff, and district. PD Coordinator Teachers subject-specific Tech Coordinator curriculum guides
194 Action Plan Goal #4: Research, develop, and implement effective schoolwide collaborative practices to improve student learning and build a sense of community amongst all stakeholders. TASKS RESPONSIBLE RESOURCES ASSESSMENT OF TIMELINE REPORTING PERSON(S) IMPROVEMENT Data Coordinator Librarian
Develop strategies AP Instruction Visiting schools to support long- with long-term EL EL Coordinator term EL students. students Teachers Reviewing successful strategies Implementing strategies Create a digital Teachers Collaboration time Clearing house 2013-14 PD Coordinator clearing house content PD, Tech, Data Google Apps for Tech Coordinator using School Loop Coordinators Education for best practices, Data Coordinator resources for Librarian curriculum, instruction, and assessment.
195 Action Plan Goal #4: Research, develop, and implement effective schoolwide collaborative practices to improve student learning and build a sense of community amongst all stakeholders. TASKS RESPONSIBLE RESOURCES ASSESSMENT OF TIMELINE REPORTING PERSON(S) IMPROVEMENT Identify key Administration District-wide Pull- Faculty feedback Spring 2012- Assessment & Data assessment data out Days and surveys ongoing Coordinator Assessment & Data and develop Coordinator Professional improved protocols development for for data analysis. Assessment & Data Coordinator Identify teacher Professional District-wide Pull- Faculty feedback Spring 2012- Professional leaders by Development out Days and surveys ongoing Development discipline and Coordinator Coordinator Release Time present an annual Teacher leaders “Best Practices” workshop.
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Appendix:
A. Mission, Vision, and ESLRs B. Terms C. 2006 Critical Areas of Follow-up D. Bell Schedule E. Master Schedule F. Staff Roster G. Code of Conduct H. Graduation and Academic Core I. CBEDS J. Club List K. Conference List L. Textbook List M. District & Site Support N. Student Survey & Overview O. Parent Survey & Overview P. Staff Survey & Overview
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